rusnoll, dale mips, chrisdocument resume ed 252 747 ce 040 607 author rusnoll, dale mips, chris...

DOCUMENT RESUME

ED 252 747 CE 040 607

AUTHOR Rusnoll, Dale Mips, ChrisTITLE Foundations fo. Curriculum in Human Services

Work.INST UTION British Columbia lept. of Education, Victoria.REPORT NO ISSN-0-7726-.1204-.PUS DATE Jul 84NOTE 146p.; Special project supervised by the Continuing

Education Department, Vancouver Community College.Appendixes aontain small, broken type.

PUB TYPE Guides * Classroom Use - Guides (For Teachers) (052)

EDRS PRICE M701/PC06 Plus Postage.DESCRIPTORS Behavioral Objectives; *Competency Based Education;

*Curriculum Development; Foreign Countries; HigherEducation; Human Services; *Job Skills; *PrivateAgencief; *Social Services; Social Work; *SocialWorkers. Vocational Education

IDENTIFIERS British Columbia; *DACUM Process

ABSTRACTThis report provides information to be used as the

basis for developing training programs related to human services workin the private sector. It describes occupational tasks performed byhuman services workers in non-government agencies, outlines the rangeof tasks undertaken, and suggests specific skills required by theseworkers. The report consists of two sections. The first describes thedevelopment of a skills profile chart that outlines the skillsrequired by human services workers in the private sector. These tasksin the DACUM (Developing a Curriculum) process are discussed:developing DACUM Chart #1, testing the validity of DACUM Chart #1,modifying DACUM Chart #1, and preparing the final DACUM Chart. Thesecond section suggests specific knowledge and abilities that arenecessary to perform each of 0* occupational tasks listed in theskills profile. The 94 main objectives are each listed on a separatepage. Each pays offers the following information: job component(relations with clients, relations with own agency, or relations withthe community); area of competence; the main objective; enablingobjectives; and notes to instructors. Appendixes include SkillsProfile Charts #1 and #2 and workers' and supervisors'questionnaires. (YLB)

***********************************************************************Reproductions supplied by ZDRS are the best that can be made

from the original document.***********************************************************************

FOUNDATIONS FORA CURRICULUM IN

HUMAN SERVICES WORK

A SPECIAL PROJECT FUNDED BY THE BRITISH COLUMBIAMINISTRY OF EDUCATION, POST-SECONDARY DEPARTMENT

Supervised by VANCOUVER COMMUNITY COLLEGE,Continuing Education Department

Developed byDr. DALE RUSNELL, Continuing Education Project People Inc.

CHRIS PHILLIPS, Chris Phillips & Associates.

BURNABY, BRITISH COLUMBIA

JULY 1984

0 1984 Ministry of Education, Province of British Columbia, Canada

U.S DEPARTMENT Of EDUCATOR

NATIONAL 114571TUTE 01 EDUCATION

I VuLA I it/NAL HE SOUHC i', PO CIRMA 'ION

titWfMtF11(.!,,,, .1 , ,... h , 141 ,V11, I Hill, 0.11 t,

M o f .trAto. prei, 16.4.10 r.l ,

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

/f7ive

idol:TO THE EDUCAPONAL RESOURCESINFORMATION CENTER (ERIC)

Canadian Cataloguing in Publication DataRusnell, Dale, 1942 -

Foundations for a curriculum in human serviceswork

Supervised by Vancouver Community College,Continuing Education Department.ISBN 0-7726-0204-2

1. Social work education - British Columbia -Curricula. 2. Paraprofessionals in social service -British Columbia. I. Phillips, Chris. II. British

Columbia. Ministry of Education. III. VancouverCommunity College. Continuing Education. IV. Title.

BV11.R87 1984 361.3'07'15 C85-092014-0

TABLE OF CONTENTS

INTRODUCTION

PAGE

1

I. DEVELOPMENT OF A SKILLS PROFILE CHART FOR HUMAN SERVICES WORKERS 3

A. DACUM CHART #1 3

B. TESTING THE VALIDITY OF DACUM CHART #1 7

C. MODIFYING DACUM CHART #1 12

D. PREPARING THE FINAL DACUM CHART 14

II. COMPETENCIES FOR HUMAN SERVICES WORKERS 21

CURRICULUM OBJECTIVES FOR FIRST-LINE HUMAN SERVICES WORKERS

IN THE PRIVATE SECTOR 25

SECTION I: RELATIONS WITH CLIENTS 26

SECTION II: RELATIONS WITH OWN AGENCY 77

SECTION III: RELATIONS WITH THE COMMUNITY 108

APPENDICES

A. SKILLS PROFILE CHART #1

B. WORKERS' AND SUPERVISORS' QUESTIONNAIRES

C. SKILLS PROFILE CHART #2

4

120

123

130

INTRODUCTION

This report describes occupational tasks performed by human services

workers in non-government agencies. It outlines the range of tasks

undertaken and suggests specific skills required by these workers. The

information is provided as a basis for developing training prograw, related

to human services work in the private sector.

Today, in every community, there exists a network of human services

provided by non-government organizations. Agencies involved in this work

are concerned with the full range of human problems in society: drugs,

alcohol, juvenile delinquency, mental illness, marital breakdown, suicide,

battered wives, unemployment, physical disability, crime, lack of shelter,

inadequate food, and many other issues. Services are offered by churches,

charities, corporations, non-profit societies, special interest groups, and

others. Some of the groups are large and well known, such as John Howard

Society, YMCA, Canadian Paraplegic Association, or B.C. Lion's Society for

Crippled Children; most are small and less-well known. They are sometimes

funded by government grants, and often work closely with ernment

agencies, but they are not directly managed 33 government departments and

their employees are not members of a government staff.

Most staff members employed in these agencies do not require

professional qualifications. They are not required to hold degrees or

certificates, except in a few cases where legislation specifies a

credential. While many agencies choose to employ staff with specific

degrees or credentials, the majority employ first-line workers who are not

social workers, nurses, psychologists, or other professionals. For the

majority of workers, training in human services work occurs on-the-job

after they have been hired.

This report concerns work performed by staff members in these agenc4es

who provide a direct service for agency clients, are employed in salaried

positions by their agencies, and do not require professional credentials to

be employed. By inference, the analysis does not include government

employees, supervisors of first-line workers, volunteers, or employees who

require a professional credential to perform their work.

The report is comprised of two sections. The first describes the

development of a skills profile chart which outlines the skills required by

human services workers in the private sector. The second suggests specific

items of knowledge and abilities which are necessary to perform each of the

occupational tasks listed in the skills profile.

IA DEVELOPMENT OF A SKILLS PROFILE FOR HUMAN SERVICES WORKERS

This project was begun in September 1982. The purposes were to develop

a skills profile chart for non-governmlnt human services workers, and to

describe a set of curriculum objectives based on the skills profile. One

important condition for the project was that the skills profile be

developed using community agencies as a primary source of information. To

accomplish that task the DACUM (Developing a Curriculum) process was used.

A. DACUM CHART #1

The first major task was to organize and conduct a DACUM workshop

where representatives from various community agencies would be invited to

help design a Skills Profile Chart by describing the tasks performed by

human services workers on the job. The workshop was to be held within

three or four weeks of the first project meeting.

To ensure adequate representation from ali sectors of human services

work in the non-government agencie,; a sampling plan was required. The first

step was to identify a set of categories to represent the human services

domain. For this project the categories chosen were the main headings in

the Table of Contents for the 1982 Directory of Services (Red Book)

published by the Greater Vancouver Information & Referral Service. That

book lists most of the human services agencies operating in Greater

Vancouver and the Table of Contents classifies the agencies in general

categories. Those general categories were selected as the sampling

tramework for this project. The human services areas in the following list

were considered to contain one or more agencies which employed personnel of

interest to this project: (1) Community Planning, (2) Correctional

Services, (3) Counselling Services, (4) Death and Bereavement, (5) Drugs

and Addictions, (6) Employment, (7) Mental Health, (8) Homemaking,

3

(9) Accommodation, (10) Immigrant Services, (11) Legal Services, (12)

Specific Groups

To select participants for the DACUM workshop the list of agencies

within each of the service areas was examined. One agency was to be chosen

to represent each area, and that agency was to be asked to provide a human

services worker as a workshop participant. In general, the criteria used

to select an agency were as follows: (1) The agency was relatively well

known for its work in the field (2) The agency employed a relatively large

staff of human services workers (3) The agency provided a variety of

services which were used throughout the community (4) The agency was not

to narrowly focused in its client base or in its perspective on issues

(5) The agency was not highly motivated to seek publicity nor political

purposes. An additional consideration was the desire to have at least one

representative for services provided for each of the following specific

groups: (1) mentally disabled (2) physically disabled (3) native peoples

(4) senior citizens (5) women (6) youth.

For each agency selected, the director was contacted by letter and

phone to ask if a knowledgeable first-line human services worker could be

present at the DACUM workshop. A staff member who could attend both days of

the workshop was requested, and it was explained that the people best able

to describe their jobs were those who performed them. Some of the invited

agencies declined to participate for a variety of reasons; others were

uncertain about attendance, and several agreed to attend.

The workshop was conducted Wednesday and Thursday, October 6 aid 7,

1982 at False Creek Residence for the Physically Disabled, 1176 Forge Walk,

Vancouver. Of those that accepted, some representatives did not arrive at

the workshop. Although participants had been requested to attend for both

days, some participants attended fo only/one of the days. The majority of

participants were not first-line w kers but instead, were supervisors of

those workers. Table 1 lists invi agencies and workshop participants.

TABLE 1: AGENCIES INViTED TO DACUM WORKSHOP #1

HUMAN SERVICES AREA

Community Planning

Correctional Services

Counselling Services

Death and Bereavement

Drugs and Addictions

Employment

Mental Health

Homemaking

Accommodation

Immigrant Services

Legal Services

Specific Groups

AGENCY INVITED

Neighbourhood Houses Assoc.

Elizabeth Fry Society

Pastoral Institute

Catholic Community Services

Salvation Army

Coquitlam Share Society

Kitsilano Workshop

Medox

Marpole-Oakridge Seniors Services

MOSAIC

Native Courtworkers Assoc.

Handicapped Resources Centre

REPRESENTATIVE1

Lynda Datsiuk

Michael Shea

Alice James

Vera Radio

Lyle Meredith

Also attending the workshop were staff members of Vancouver

Community College. Don Oakes and Pat Raftery attended both as workshop

organizers and human services specialists; John Lusted attended as a

resource person in career awareness services; and Adrian Blunt welcomed

participants at the beginning of the workshop. Project consultants were

also present. Doug Kerr attended as workshop leader and Dale Rusnell

attended as project coordinator.

5

At the conausion of two days, the participants had developed a

Skills Profile Chart for Human Services Workers. That chart II illustrated

in Appendix A. As may be seen, the Skills Profile Chart is organized in

three major sections: (1) Human Services Worker Relations with Clients (2)

Human Services Worker Relations with the Employing Agency (3) Human

Services Worker Relations with the Community. Within those sections, 11

areas of general competence were identified, which in tune were illustrated

by 66 specific tasks performed on the job.

Further activities were then designed to test the validity of the

chart and to make appropriate changes where necessary.

6

CJ

*

B. TESTING THE VALIDITY OF DACUM CHART #1

The validity of the Skills Profile Chart was tested by gathering

information from non-government human services agencies. To test whether

the chart was valid it was necessary to answer the following questions: (1)

Do human services workers in various agencies perform tae tasks listed in

the chart? (2) Do human services workers perform additional tasks which are

not listed in the chart? (3) Are the tasks listed in the chart important

for a human services worker to be successful on, the job? (4) Are there

additional tasks not listed on the chart which are important for a human

services worker to be successful on the job? Answers to those questions

were gathered from numerous community agencies through a series of

interviews and queltionnaires.

To facilitate the validation process, Chris Phillips, an experienced

social worker, human services worker, and educator was asked to join the

project group. His task was primarily to contact agencies in the sample, to

conduct interviews within those agencies, and to follow up by encouraging

agencies to complete the questionnaires.

PTwo questionnaires were developed. The fiArs t was for use by first-

line human services workers. In that questionnaire the worker was given the

list of 66 tasks on the Skills Profile Chart and asked HOW OFTEN each task

was performed on the job. The second questionnaire was for use by

supervisors of first-line workers. Its format was similar except that

supervisors were asked HOW IMPORTANT each task was for a worker to be

successful on the job. In each questionnaire, respondents were asked to

write in additional tasks which were performed by first -line workers, but

which had not been included in the Skills Profile Chart. Copies of both

questionnaires mtay be found in Appendix B.

7

11

The questionnaires were distributed to a sample of 45 agencies. Each

agency received a maximum of five forms for first-line workers and two

forms for supervisors, to provide information from diverse jobs within the

organizaiion. There was not sufficient time to conduct personal interviews

with each, so the sample was split into two sections. Those in the first

section were interviewed when Chris personally delivered the questionnaires

and those in the second section received questionnaires by mail, followed

by a phone call from Chris to answer any questions. Organizations in the

first section required time to distribute questionnaires among staff

members and those forms were picked up by Chris at a later date. Forms from

the second section were mailed to Chris except in a few cases where it was

convenient for him to pick them up in person.

In the first DACUM workshop the participants were not sufficiently..

representative of non-government.agencies in the human services domain. To

'compensate for that deficiency, participation from a broader range of the

human services community was required to validate the Skills Profile. A

sample of agencies was selected from the 1983 Directory of Services for

Greater Vancouver (a newly' published update from the 1982 version used for

the DACUM workshop sampling). More than one agency was wanted within each

area of human service wherever possible, and the criteria for selection

were similar to the first sampling, with the additional attempt to include

a sufficiently diverse range of agency activities within each service area.

Also, agencies represemed at the first workshop were not included in the

second sample, to avoid t.:ae possibility of bias arising from a person being

included in both the generation and validation phases of the skills chart.

Table 2 lists the human service areas, the representative agencies

selected, and the procedure used to approach each agency for the validation

procedures.

44s may be seen in Table 2 a total of 121 first-line workers and 52

supervisors in human services agencies completed questionnaires. Of the 21

agencies contacted for personal interviews, 17 (81%) returned

questionnaires and of the 24 agencies contacted for a mailed survey, 14

(58%) responded. The combined response rate for all 45 agencies contacted

was 31 (69%). Summaries of results for both questionnaires are included in

Appendix B.

In general, the majority of 121 first-line workers performed most of

the 66 specific tasks at least once a week. There F-'e a few tasks which

were not commonly performed, but it appeared that Dacum Chart #1 had

accurately described the jobs of these workers. Similarly, the results from

52 supervisors indicated that most of the 66 tasks were considered to be

important for success on the iob.

9

13

TARE

2:

AGEUES

maw

RR

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LU

KT

Ikt

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suns

FICKLE

MAT

liMAN

SERVICES

AREA

AGECY

APHOCHED

VISTIED

HOED

MD.

F RERNSEE

WRIER

StFERRIR

Connunicy

Planning

South

Van.Neighbouthood

House

X 5 2

B.C.

Coalition

of the

Disabled

[X]

0 0

Ccrrecticms

& Rehahilitatice

Elizabeth

Fry

Society

of

B.C.

X 5 2

John

}baud

Society

of

B.C.

X 5 1

Czunsel

Ling

Services

Family

Services

of

Greater

Van.[X]

0 0

alstcral

Institute

of

B.C.

X 4 2

Crisis

Intervention

and

Suicide

Ptewntion

Centre

of

G.

Van.

X 2 1

Life

Line

Society

[X]

0 0

livith

and

Dying

L.I.F.E.

Reemstes

Centre

[X]

0 0

Dugs,

Alcohol,

and

Addiction

Colima:ion

Society

X 5 2

Alternatives

X 2 1

Native

Courtworker

and

Comnselling

AS9aciaticn

X 3 1

Murat

ion

Native

Fducaticn

Centre

X 3 2

Van.

Indian

Centre

Society

[X]

0 0

Emplorent

Pt.

Pleafient

Community

Workshop

X 2 2

Kitsilano

Workshop

X 4 1

Financial

Assistance

Vancouver

Ilappy

Rod

[X

0 0

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bled

Veterans'

Association

[X]

0 0

FreeAow

Cost

Goods

CoodwiLl

Industries

[X]

0 0

411

Seniors

Centre

X 0 1

Mental

Heilth

Mental

Patients

Association

X 3 2

Hanenriker

and

Hare

Repair

Kitsilarr

Inter-Neighbourhoodrevelopment

X 5 2

Cananity

Hamenaker

Service

Assoc.

of

Greater

yan.

X 5 2

Hom

ing

and

Accam

odation

Lookout

X 5 2

Canadian

Hostelling

Assoc.

[X]

0 0

Red

lbw

Rental

Aid

Society

X 4 2

Fbaell

Place

Sairtawy

far

Wanen

X 3 0

Building

Indepsident

Living

with

the

Disabled

[X]

0 0

Van.

and

District

PubLic

Housing

Tenants

Association

X 5 2

Victory

&use

X 4 2

Imm

igrant

Services

Imm

igrant.

Services

Society

X 3 1

Imulgruit

Resum

es

Project

[X]

0 0

Mult

icultural

Organirations

Affiliation

of

Milticultural

Societies

of B.C

.

X (6)

2

(Table

Continued

on

Next

Page)

10

4

Services for Special Groups Van.-Richaond Assoc. forMaritally Hamikapped Ample X 5 2

AN Friendship Society X 3 2Quadian Paraplegic Assoc. X 5 2Vancouver astrological Oantre [X] 0 0beir !mutations of Canada [30 0 0Senior Citizens fktresch Society X 5 2

Family Places Fast Side Rielly Place X 5 2Hastings Family Drop-In X 3 1

Youth Cortical House NeightigurticodServices X 4 2

Y.M.C.A. of Greater Van. X 4 2Y.M.C.A. of Greeter Van. X 4 2

Transportaticn B.C. Lion's Society forCrippled Children [X) 0 0

=X RPM AMOK) 21 24

NAM.M.

'11331. M) RISIUDING 17 14 121 52

*tries not reapondir3 are amrked with [ 1. .

( ) This agency les permitted more than 5 became it is anaffiliation of several separate agencies.

11

fc

C. MODIFYING DACUM CHART #1

To modify the original skills profile a second DACUM workshop was

organized. As community agencies were being interviewed, a list of

potential workshop participants was drafted from aiency staff members who

appeared to be personally interested in the project and its importance.

Approximately twelve people were then invited to a DACUM workshop. In

i

addition, one member of he first workshop was invited to provide a degree

of continuity. The names f participants are listed in Table 3.

Also attending the workshop were Doug Kerr, Chris Phillips, and Dale

Rusnell as project team members; and Don Oakes and Pat Raftery from

Vancouver Community College.

In advance of the workshop, each participant was provided with a

summary of results from the questionnaires, and a list of additional items

suggested by staff members in the agencies surveyed. The workshop was held

Thursday, February 24 at the False Creek Residence for the Disabled, with

all those listed in Table 3 attending. During the day, the original skills

profile,Was analyzed and modified. At the end of that day, the task was not

complete, and a further one-half day meeting was arranged.

12

16

TABLE 3: PARTICIPANTS IN THE SECOND DACUM WORKSHOP

HUMAN SERVICES AREA COMMUNITY AGENCY

Community Planning Neighbourhood Houses Assoc.

South Van. Neighbourhood House

Drugs, Alcohol 8 Addiction Connection Society

Native Courtworker Assoc.

Employment Kitsilano Workshop

Housing and Accommodaton Lookout

Services for Special Groups Canadian Paraplegic Assoc.

Margaret Fulton Place

Family Places East Side Family Place

PARTICIPANT

Lynda Dassiuk

Barbara Downs

Ted Jest

Gary Johnston

Joyce Evans

Karen O'Shaughnessy

Norman Haw

Margaret Kelly

Mary Bosze

A final meeting took place one week later, and at tilt time the work

to revise the chart was completed. All but two of the participants from the

first meeting were in attendadte.

When the revisions were complete the original chart had been altered

by having some items eliminated, others added, locations on the chart

changed, or items reworded. The revised skills profile chart is included as

Appendix C.

To complete this phase of the project, all workshop participants and

community agencies involved in the project were mailed letters to express

thanks for their participation and to provide survey summaries and the

skills profile for their information. The skills profile chart was

submitted to Vancouver Community College for consider,#tion and further

development as required.

13

7

D. PREPARING THE FINAL DACUM CHART

As part of the requirements for this project, the skills profile chart

was to be submitted for examination by the Ministry of Education before it

was to be used as a basis for writing curriculum objectives. At the

completion of Dacum Chart #2, a project report was prepared and submitted

to the Ministry of Education for that purpose.

in addition to this project, the Ministry of Education had been

funding a task analysis of human-services jobs in the government sector.

That project was undertaken by Camosun College in Victoria. Also, prior to

the current project, the government had funded another task analysis of

non-government human services undertaken by Douglas College. The current

project had been conducted without reference to either of those projects,

so that the work would be independent and unaffected by their results. When

Ministry approval to proceed was received, those existing reports were

provided by the Ministry for reference in developing the curriculum

objectives for this project.

Those reports were used by project staff to identify possible errors

and omissions in Dacum Chart #2 before proceeding to write curriculum

objectives. As a result of that examination, one area was added to the

skills profile. A decision was made by project staff that the competencies

of Crisis Management were not sufficiently identified in Dacum Chart #2,

and that area of competence was added to the skills chart. The final skills

profile is provided as Figure 1.

14

.1

As may be seen, the skills profile for human services workers has

three major sections which describe occupational relationships:

(1) Relations with Clients

(2) Relations with Own Agency

(3) Relations with the Community.

Within each major section, the general areas of competency are listed

in the far left column. The first section describes five major

competencies in the helping process between worker and client:

(1) Establish Rapport with Client

(2) Assess the Needs of the Client

(3) Explore Options with Client

,(4) Provide Service for the Client

(5) Assess Outcomes with the Client.

With respect to providing services, three separate forms of service are

described: (1) Indirect (2) Direct (3) Crisis Management.

The second section lists five major competencies concerning the

worker's relations with the agency:

(1) Follow Agency Rules and Norms

(2) Participate as a Group Member in the Agency

(3) Work with Volunteers

(4) Plan and Organize Personal Work Activities

(5) Report Results.

The third section lists three major competencies concerning the

worker's relations with the community:

(1) Maintain a Current Information Base

(2) Maintain Contacts within the Coiunity

(3) Maintain Contacts with Workers in Other Agencies.

15

Each major competency is accompanied by a list of specific skills

which are considered to be sub-components of the general skill. These

specific skills form a row to the right of the general competency, and are

labelled by letter and number to reflect their connection with the general

skill, which is labelled with a corresponding letter. In total, 13 general

competencies and 94 specific skills were identified. The number of specific

skills listed for each of the three major sections reflects the relative

importance of a worker's relationships on the job. Relations with clients

are described by 51 skills; relations with the agency by 31; and relations

with the community by 12.

The frequency and importance for many of the specific skills can be

found in the questionnaire summaries of Appendix B. These items of

information are not available for all 94 skills, however, because a survey

of agencies was not undertaken after the final modifications were made to

the skills profile chart. The questionnaires included the original 66

skills, and of those, 58 were incorporated into the final profile. The

additional 36 skills in the final profile relate primarily to specific

services offered to clients, working with volunteers, and community

relations. Information concerning the frequency or importance of those 36

skills on the job has not been gathered. Their validity in the chart has

been accepted on the basis of broad agreement among workshop participants.

16

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24

II. COMPETENCIES FOR HUMAN SERVICES WORKERS

The second purpose of this project was to develop a set of curriculum

objectives. The skills profile described in Section I was used is the

source document for this task.

The DACUM chart describes -specific tasks which must be performed by

human services workers.. Translating the skills profile into objectives for

instructional purposes required two steps: (1) analyzing each specific

skill to determine the set of knowledge items and competencies which form

the basis for acquisition of the skill (2) writing the skills, knowledge

items, and competencies in terms of observable behaviour.

Each of the 94 skills on the DACUM chart was analyzed to identify an

hierarchy of items to be learned in achieving the desired skill. Items were

identified by answering the following questions: (1) What must the worker

KNOW to demonstrate the skill? (2) What must the worker DO to demonstrate

the skill? The analysis was performed by two project team members

discussing each skill, writing a list of possible items, and then refining,

revising, adding, deleting, modifying, and rewriting the original list. The

items on the list were then written in terms of observable behaviours for

purposes of instruction.

The remaining pages of the report list the 94 skills and their

supporting knowledge and sub-skill items. Each page includes one skill,

with pages ordered sequentially by letter and number as found in the skills

profile chart. before proceeding to the list of curriculum objectives,

several points should be noted.

To identify locations on the skills profile as well as levels of

specificity for objectives, selected terms have been used.

(1) "Job Component" has been used to refer to one of the three main

sections which refer co worker relations on the skills profile chart.

"Relations with Clients" is one of three main job components.

(2) "Area of Competence" is represented by the letters A through M on the

skills profile. Each major job component includes several areas of

competence. "Establish Rapport with Client" is an area of competence which

is part of the job component, "Relations with Clients".

(3) "Main Objective" is a specific skill required to achieve an area of

competence. For example, "Establish Rapport with Clients" is an area of

competence which includes nine main objectives, numbered.1 to 9 on the

skills profile.

In this curriculum, there is one Main Objective per page. That main

objective de.scribes the specific competency a learner must demonstrate to

perfOrm the job adequately.'

To achieve a Main Objective, several Enabling Objectives are normally

required. These. Enabling Objectives identify elements of knowledge and

detailed behaviour which, when combined, will lead toward achievement of

the Main Objective.

Readers who are familiar with the-format of instructional objectives

will note that the objectives listed in this report do not include any

conditions, criteria, or standards for the performance of stated

behaviours. These components have been omitted so that each instructor

using the objectives will be able to select suitable conditions and

standards for a particular learning event. To prescribe the objectives at

that level of detail was believed to be too inflexible for the potential

diversity of uses for this curriculum.

Skillful performance of any task requires several competencies. A

worker needs to know how, when, where, who, and why to perform the task.

Most skills require a combination of mental decisions as well as physical

actions. Skills-based instruction should incorporate both the mental and

physical aspects of performance. For this project, the verbs used for

enabling objectives are intended to convey the level and type of

performances required.

Basic information is conveyed by verbs such is "describe" or

"explain ". "Explain" is intended to convey a higher level of analysis than

"describe".

Mental decisions are conveyed by such terms as "select", "identify",

"distinguish", or "determine". They generally refer to the actions of

identifying the options and making a decision about something.

Physical aspects of skill are labelled with such terms as "use",

"demonstrate", "prepare", "create", "collect", "arrange for" or "write".

In any field of employment there are some items of knowledge which are

identical for all workers in every place of employment. There are also

items which are required by every worker, but which are unique within each

place of work. For example, every worker needs to know the agency

director's name, but the specific name known by each worker may differ.

23

Some items of knowledge and behaviour are required identically by all human

services workers in the private sector. Other items are required as a

category of knowledge or behaviour, but the specific details will very

among agencies. For example, all workers need to know how to establish

rapport with clients, but workers in different agencies may need to learn

different procedures, depending on the nature of their clients.

Many of the objectives refer to "the agency". Thai term is used when

the details related to the objective will vary, depending on the agency.

None of the objectives refers to detailed knowledge or skill required by

only one type. of agency. For example, no objectives refer to skills

specifically required for working with only one human services area such as

drug, addiction, child battering, or physically disabled clients.

For training programs related to one specific agency, the objectives

can be used directly as written. For programs where learners relate to

different agencies, instruction will have to account for the different

details which each learner may require. Where learners have no specific

connections with agencies, instruction will have to be modified to deal

with those objective in a more general way, pointing out generic aspects of

the objectives. For example, in an objective which relates to agency

policy, if there is no specific agency to refer to, instruction can be

modified to discuss the important elements of policy in a general way.

Finally, it should be noted that this curriculum will provide only a

basic foundation for work in the human services. An agency employing a

worker who can demonstrate competencies in these objectives will have to

train that worker in the specific details of the agency job. Acquisition of

the foundation skills identified in this project will provide a suitable

beginning point, but ear'i agency will require further training before a new

employee can achieve competence on the job.

CURRICULUM OBJECTIVES FOR FIRST-LINE HUMAN SERVICES WORKERS

IN THE PRIVATE SECTOR

reN32

25

JOB COMPONENT: I. RELATIONS WITH CLIENTS

AREA OF COMPETENCE: A. ESTABLISH RAPPORT WITH anwrs

MAIN OBJECTIVE: 1. CREATE A COMFORTABLE ENVIRONMENT FOR MEETINGS WITHTHE CLIENT

ENABLING OBJECTIVES

a. Describe physical elements of a comfortable environment for clientsb. Describe psychological elements of a comfortable environment for clients

c. Identify particular requirements of an environment for clients with

special needs or handicapsd. Identify appropriate meeting places in the community for different types

of clientse. Select appropriate meetings places, within agency facilities and the

community, for different types of clientsf. Given the agency's facilities, can structure the environment for

effective meetings with the cliente

NOTES TO INSTRUCTORS:Some factors to consider include the following:

-convenience of the meeting location: ease of access-required facilities for people with various handicapstypes of facilities which feel comfortable to the client

-suitability of facilities for types of client needs

- for office settings:- comfortable furniture-box of tissues-coffee-medium lighting- comfortable arrangement of furniture

-door closed for privacy-no interruptions-plants-ability to switch off phone-warm atmosphere

- for community setting-privacy-coffee or refreshmens available-no interruptions- quiet, non-threatening area

26 33


AREA OF COMPETENCE: A. ESTABLISH RAPPORT WITH CLIENT

MAIN OBJECTIVE: 2. MAKE NON-THREATENING INITIAL CONTACT WITH CLIENT

ENABLING OBJECTIVES

a. Describe factors by which clients may appear to be threatenedb. Distinguish between threatening and non-threatening personal behaviours

and imagesc. Identify a non-threatening place where the initial 'contact should be

maded. Present a non-threatening first impression by actions and imagee. Emphasize a helpful role to the client

NOTES TO INSTRUCTORS:

Some factors related to this topics include:-offer immediate concern-to client's problem-greet in a caring manner-steer client to non-threatening environment-question how to be of assistance-create a good first impression through dress and jestures-use a pleasant voice


AREA OF COMPETENCE: A. EgTABLISH RAPPORT WITH CLIENT

MAIN OBJECTIVE: 3. DETERMINE THE CLIENT LX0ECTATIONS OF THE RELATIONSHIP

ENABLING OBJECTIVES

a. Ask what client wantsb. Ask how the client views the agency's role in providing 'helpc. Ask the client what help the agency should gived. Determine the client's level of dependence on agency for help

28

35

.1

JOB COMPONET: I. RELATIONS WITH CLIENTS


MAIN OBJECTIVE: 4. EXPLAIN THE AGENCY'S SERVICES

ENABLING OBJECTIVES

a. List all agency servicesb. Explain agency guidelines for provisioi of servicesc. Explain policies regarding who is allowed to have servicesd. Identify agency services appropriate to specific cliente. Identify most appropriate way to present information to clientf. Explain services to the client

2936


AREA OF COMPETENCE: A. ESTABLISH RAPPORT WIiItCLIENT

MAIN OBJECTIVE; 5. USE APPROPRIATE NON-VERBAL BEHAVIOUR

ENABLING OBJECTIVES

a. Explain the importance of non-verbal communicationb. Describe the major components of non-verbal behaviourc. Identify possible meanings of various examples of non-verbal behaviour'd. Demonstrate examples of non-verbal behaviour to communicate meaninge. Use non-verbal behaviour that is appropriate to establish rapport with

typical clients of the agency

NOTES TO INSTRUCTOR:

Some of the factors related to this topic include the following:

-Set the tone of support and trust by-smiling-good use of body language-comforting jestures-dress suitably-emphasize good eye contact-be aware of proximity-don't be too intense- present casual demeanor-facilitate non-verbal receptiveness - shaking hands, nodding hezid

steering to comfort physical touchbe aware of how you affect other person's senses - smoking, bad

breath,-physical appearance-sense of confidence, trust

30

37

JOB COMPONENT: I, RELATIONS WITH CL:NTS


MAIN OBJECTIVE: 6. USE APPROPRIATE VERBAL BEHAVIOUR

ENABLING OBJECTIVES

a. Select a suitable form of language for use with specific clientb. Identify specific words which are important to avoid with clientsc. Identify suitable types of conversation to engage in with clientsd. Demonstrate ability to engage in conversation to establish rapporte. Explain the procedures of active listeninge. Demonstrate active listening skills

NOTES TO INSTRUCTOR

Some of the ideas related to this topic include the following:

-greet with concern, care, help-friendly tone-social, casual conversation- identifying common interests, experiences-ask what you can provide immediately - coat rack, coffee, seatuse appropriate language

-identify process to copmunicate effectively - questioning, repetition-relating personal experiences-use non-clinical language-use simple language-don't be condescending or patronizingact in positive tones-be diplomatic, tactful, discreet in conveying and extracting information-give positive reassurances

S


AREA Q COMPETENCE: A. ESTABLISH RAPPORT WITH CLIENT

MAIN OBJECTIVE: 7. FACILITATE THE CLIENT'S SELF-DISCLOSURE

ENABLING OBJECTIVES

a. Explain the concept of self-disclosureb. Explain the importance of self-disclosure in establishing rapportc. Identify appropriate times when it is proper to ask the client for

self-disclosure informationd. Describe the conditions which permit or limit a client's self-disclosuree. Describe formal and informal strategies which will help the client

disclose appropriate information1. Describe suitable ways to ask clients for self-disclosure informationg. Demonstrate ability to facilitate a client's self-disclosure

NOTES TO INSTRUCTOR

Somo ideas related to this topic include the following:

-assure client about your understanding and non-judgement-express to client degtee of confioentiality-let client know that you belkeve what is being told

-never question client's integrity-never initially disbelieve what client says-never express that you can't help client-never leave client with feeling of helplessness-assure client that self-disclosure information is necessary for help to be

given-let client know that self-disclosure will not be used against them-know conditions which permit or limit self - disclosure-know when the time is right to ask for self-disclosure

32 3 3



MAIN OBJECTIVE: 8. ENGAGE IN APPROPRIATE SELF-DISCLOSURE

ENABLING OBJECTIVES

a. Explain the dynamics of personal interactionb. Identifying the types and level of information needed to establish rapportc. Distinguishing appropriate from inappropriate information to disclosed. Explain the risks of disclosing inappropriate informatione. Identify personal information which will promote rapport with the clientf. Demonstrate willingness to give some information, keeping in mind thatthe perspective is for the client's needs

'OB COMPONENT: I. RELATIONS WITH CLIENTS


MAIN OBJECTINEN 9. DESCRIBE OWN UNDERSTANDING OF THE CLIENT'S CONDITIONOR SITUATION

ENABLING OPJECTIVES

a. Identify key elements of the client's situationh. Describe important effects for the client which result from the

condition or situationc. Explain implications of the condition for the clientd. Restate the client's explanation of the conditione. Use case studies and examples to explain the situationf. Use analogous situations to explain the conditiong. Explain personal knowledge about the situation or conditionh. Explain personal experiences with the conditioni. Describe personal feelings about the conditionA. Explain possible improvements for the client

JOB COMPONENT:

AREA OF COMPETENCE:

MAIN OBJECTIVE:

ENABLING OBJECTIVES

I. RELATIONS WITH CLIENTS

B. ASSESS THE NEEDS OF THE CLIENT

I. GATHER INFORMATION FROM THE CLIENT

a. Identify information which should be collected from the clientb. Explain a variety of techniques for gathering informationc. Explain the importance of gathering information from the clientd. Demonstrate ability to ask effective questionse. Derive relevant information from written documentse. Accurately record the information collected in a suitable format

JOB COMPONENT: - T. RELATIONS WITH, CLIENTS

AREA OF COMPETENCE: B. ASSESS THE NEEDS OF THE CLIENT

MAIN OBJECTIVE: 2. GATHER INFORMATION FROM THE CLIENT'S SOCIALSUPPORT GROUP

ENABLING OBJECTIVES

a. Determine if the client has a social support groupb. Identify members of the client's support groupc. Identify the structure of the support groupd. Identify types of useful information likely known by group membersd. Identify appropriate uays to collect information from group memberse. Explain details concerning a waiver of consent to collect informationf. Ask client to sign a consent to gather informationg. C-.!ek cooperation of support group members to provide informationh. Demonstrate ability to gather information from support group members

NOTES TO INSTUCTORS

Some of the ideas related to this topic include the following

using interviews-phone interviews-questionnaires-home visitstaking statements

-documenting visits-asking client who is in the support groupidentifying likely elements of a support group for a clientpinpoint important people in the support groupidentifying the information network of the support group

-ask client who will be willing and non-willing to share information-ask who client trusts and distrusts- ask if the information will be accurate or inaccurateask if the information will be helpful or harmfulask about other people outside of social support group-ask client if they are comfortable with you seeking information from group- ask if there is reluctance about you seeking information

36



MAIN OBJECTIVE: 3. GATHER INFORMATION ABOUT THE CLIENT'S SOCIALSUPPORT GROUP

ENABLING OBJECTIVES

a. Determine if the client has a social support groupb. Identify members of the client's support groupc. Identify relations among members of the support groupd. Identify sources who will have information about the social support groupe. Describe the types of information to collect concerning the groupf. Describe suitable techniques for gathering the informationg. Demonstrate ability to collect information about the groupg. Accurately describe important information about the client's social

support group

NOTES TO INSTRUCTORS

There is some overlap between 182 and 183. The intent of IB2 is to collectinformation FROM the client's support group ABOUT the client. The intent of1B3 is to collect information ABOUT the social support group to identifyways in which that group relates to the client's needs.



MAIN OBJECTIVE: 4. GATHER CLIENT-RELATED INFORMATION FROM COMMUNITYAGENCIES

ENABLING OBJECTIVES

a. Identify agencies which are willing to share information on eithera confidential or non-confidential basis

b. Identify types of information held by each agencyc. Identify suitable ways to gather information from agenciesd. Identify requirements of each agency before the information is givene. Explain the standards and procedures for information exchange

between agenciesf. Explain potential reasons for being denied access to information

from various agenciesg. Explain the acts and statutes concerning confidentiality, privacy, and

disclosure at both the federal and provincial levelsh. Describe the level of aggressiveness needed to obtain information

from each agency

i. Describe alternate routes to access information from an agency,considering the information exchange networks shared by an agency

j. Describe the forms and conventions of other agencies' files and formsk. Interpret information in the format given by another agency-


AREA OF COMPETENCE: B. 4SSESS THE NEEDS OF THE CLIENT

MAIN OBJECTIVE: 5. RECOGNIZE AND INTERPRET CLIENT'S NON-VERBALBEHAVIOUR

ENABLING OBJECTIVES

a. Explain the components of non-verbal communication behaviourb. Identify when the client is trying to communicate non-verballyc. Identify whether the non-verbal communication is conscious or sub-consciousd. Identify a range of possible meanings for any non-verbal behaviour.e. Recognize and interpret mete- verbal behaviours (grunts, sighs, groans, etc.)f. Confirm or check interpretations of behaviour before taking actiong. Distinguish passive from aggressive types of non-verbal behaviourh. Distinguish hostile from non-hostile body expressionsi. Distinguish receptive from non-receptive behaviourj. Identify behaviours typically associated with the client's likely problem

39 46



MAIN OBJECTIVE: 6. ASSESS CLIENT'S SOCIAL CAPABILITIES

ENABLING OBJECTIVESa

a. Explain the components of social capabilityb. Use a social capability scale to assess client

NOTES TO INSTRUCTOR

These scales are often used in mental health settings: instructorsm4A, have to locate a suitable example.

Some typical components of social capability include the following:Levels of social interaction within capacities of client

-group interaction-interaction with individuals-level of independence to maintain interactions

Types of social capability-manners-dress-get along well with others- conversation- cooperation

-commitment to social activity

4740



MAIN OBACTIVE: 7. ASSESS-THE CLIENT'S PHYSICAL APPEARANCE

ENABLING OBJECTIVES

a. Identify elements of physical appearance which should be notedb. Accurately describe a client's physical appearance, including height,

weight, hair color, color of eyes, distinguishing features, and clothesc. Describe normal physical appearance of clients with a specific problemd. Describe physical symptoms for different types of client problemse. Identify immediate services required for a client's physical statef. Interpret physical appearance and sage reasonable interpretation of client

protlem based on physical appearance

NOTES TO INSTRUCTOR

Some ideas which relate to assessing physical appearance include:

-state of clothing and dress-state of physiological appearance-state of hygiene appearance-state of health, nutrition-note physical deficiencies-note physical abnormalities-note unusual physical marks - bruises, cuts-indications of pain

41



MAIN OBJECTIVE: 8. ASSESS CLIENT'S PHYSICAL CAPABILITIES

ENABLING OBJECTIVES

a. Explain the components of normal physical capabilityb. Describe typical problems which clients may have concerning

physical capabilityc. Identify specific deficiencies in client physical capabilitiesd. Explain how to work with clients who are physically impairede. Describe limitations of life activities for clients with various

types of physical disabilitiesf. Assess client abilities for personal care, given physical disabilitiesg. Describe aids available for various physical disabilitiesh. Identify aids used by clients to assist with physical disabilitiesi. Describe capabilities for work of clients with physical disabilities

NOTES TO INSTRUCTOR

Some of the ideas related to this topic include the following:

Aspects of physical capability-hearilg-vision-neuro-muscular problems-physical incapabilities-strength-endurance-flexibility-mobility of client-ability to walk, talk

42 49

f



MAIN OBJECTIVE: 9. ASSESS THE CLIENT'S MENTAL OR INTELLECTUAL STATE

a. Explain the components of mental or intellectual functioningb. Describe typical indicators of mental or intellectual problemsc. Identifying obvious abnormalities in a client's mental or

intellectual state

43 50



MAIN OBJECTIVE: 10. ASSESS THE CLIENT'S EMOTIONAL CAPABILITIES

ENABLING OBJECTIVES

a. Explain the components of emotional capabilityb. Describe typical indicators of emotional capabilityc. Describe various emotional characteristics of typical agency clientsd. Identify specific emotional characteristics of a client

4451

JOB COMPONENT: I. RELATIONS wrrH CLIENTS


MAIN OBJECTIVE: 11. ASSESS THE CLIENT'S FINANCIAL SITUATION

ENABLING OBJECTIVES

a. Describe the major types of financial assetsb. Describe financial resources available to typical agency clientsc. Identify client's current level of assetsd. Explain agency guidelines and policies regarding financial assistancee. Identify client's needs for financial helpf. Identify the nature of financial help needed by clientg. Describe typical budget items and amounts expected at different

social levelsh. List current costs of necessary items for helping clienti. Identify current and potential sources of income for client1. Identify current levels of expense for clientk. Explain policies and guidelines of other agencies for financial help1. Identify appropriate agencies for client to contact for financial helpm. Describe levels of financial assistance available from various agenciesn. Describe various ways a client might try to obtain funds from the

agency by devious meanso. Judge the validity and reasonableness of financial requests by clientsp. Use the agency forms used for financial assistanceq. Demonstrate the ability to grant as well as refuse financial help

NOTES TO INSTRUCTOR

Some ideas related to this topic are listed below.

-assess client's financial state according to agency policy for help-identify needs for shelter, clothing, food, medical-is the need for themselves, or for others as well?-can client afford to pay for services?-is need long or short term financially?-is financial need a loan, gift, deduction against other assistance?-is situation self-induced or from other causes?determine if client is seeking help from other institutions

- determine if client is on assistance already-determine normal expenses for client- determine if client is trying to cheat your agency-determine if client is duplicating assistance among agenciesdetermine kind of assistance needed - cash, credit, voucher-know elegibility rules for client to get help

4552



MAIN OBJECTIVE: 12. DEFINE THE CLIENT'S NEEDS IN CONCERT WITH CLIENT

ENABLING OBJECTIVES

a. Identify what the client thinks the need isb. Analyze various agency assessments to identify needc. Analyze information from other agencies concerning needd. Describe possible needs and discuss each with cliente. Resolve conflicts where you and client do not agree on needf. Validate client needs by consultation with client, client's social

support group, or other agenciesg. Determine the priorities of various needs

46



MAIN OBJECTIVE: 13. PLAN STRATEGY FOR WORKING WITH CLIENT

ENABLING OBJECTIVES

a. Explain the agency criteria for providing serviceb. Explain limitations and duration of services available in agencyc. Describe typical timeline for working with clients for different needsd. Identify possible objectives for work with cliente. Determine level of client motivation to service the needf. Determine level of responsibility client will accept for showing

initiative to make a plan work

g. Seek commitment from client to be involved in a plan of actionh. Seek agreement with client that they will attempt to address their

need in various ways - employment, friends, relatives, other agenciesi. Determine the nature of services required for the client needj. Identify agency staff who need to become involved with the clientk. Determine who is responsible for supervising the client services1. Identify other agencies or resources required for the servicesm. Determine if client requires a teem or 'multi-agency approachn. Determine if client needs one-to-one or group approacho. Determine if r "quired services are long- or short- termp. Describe likely costs and benefits of developing a plan for services


AREA OF COMPETENCE: C. EXPLORE OPTIONS WITH CLIENT

MAIN OBJECTIVE: I. REVIEW WITH CLIENT PREVIOUS ATTEMPTS TO DEAL WITH

THE NEED

ENABLING OBJECTIVES

a. Identify previous attempts to deal with the need by: (a)other

agencies (b) non-agency helpers (c) personal attempts

h. Identify successes and failures of previous attempts for helpc. Analyze likely causes of success and failure in previous attemptsd. Determine which types of previous help were felt by the client

to be useful and not useful



MAIN OBJECTIVE: 2. DETERMINE WITH CLIENT 11'HE CAUSES OF THE CLIENT'S NEED

ENABLING OBJECTIVES

a. Identify general causes of the client's needb. Develop a list of possible causes for the needc. Analyze the validity of various possible causes for the needb. Determine the client's perception of the causesc. Evaluate the client's perception of the causesd. Confront the client with alternate explanations if necessaryc. Determine if there is a singular or multi-cause of the needd. Formulate an agreement with the client concerning the specific cause

of the need



MAIN OBJECTIVE: 3. ESTABLISH GOALS WITH CLIENT

ENABLING OBJECTIVES

a. Determine the specific results desired by client as a result of the serviceb. Identify the criteria to be used to determine when need has been met

successfully

c. State what the client is expected to be able to do as a result of serviced. Identify the sequence of sub-goals required to achieve the ultimate goale. Describe possible ways of documenting achievements toward goalsf. Determine if the results can be measured accuratelyg.Determine if goals are realistic for the clienth. Determine if goals are realistic for the agencyt. Confirm agreement with client regarding goals to be achievedj. Develop and confirm client commitment to goals

50



MAIN OBJECTIVE: 4. IDENTIFY CLIENT'S OPTIONS FOR ACTION

ENABLING OBJECTIVES

a. Describe the range of possible actions available for the clientb. Determine which actions the client would agree withc. Identify all agencies which could provide possible servicesd. Describe suitable services provided by each agencye. Describe the limitations and policies for acceptance by each agencyf. Describe performance expected of the client by each agencyg. Identify the options available if the client fails to meet the goal

51

JOB COMPONENT; I. RELATIONS WITH CLIENTS


MAIN OBJECTIVE: 5. IDENTIFY RESOURCES REQUIRED FOR EACH OPTION

ENABLING OBJECTIVES

a. Describe the types of resources required for service: money, time,facilities, materials, travel, staff, equipment

b. Identify the resources attached to each optionc. Identify time required for each option to succeedd. Identify key personnel which can be successful with the cliente. Describe the quality of different agencies for providing the resources


AREA OF COMPETENCE: C. L..XPLORE OPTIONS WITH CLIENT

MAIN OBJECTIVE: 6. EVALUATE EFFECTS OF EACH OPTION

ENABLING OBJECTIVES

a. Describe the strengths and weaknesses of each possible service agencyb. Determine the client's commitment to options discussedc. Evaluate the costs and benefits of each optiond. Describe the success of various agencies with each optione. Explain the differences between long and short term effects of each optionf. Identify possible side-effects of each optiong. Estimate the probable outcomes for each option, considering the nature

of the client and the service agencyh. Describe the, likely effects on the agency as a result of providing

the service


AREA OF COMPETENCE: D. PROVIDE SERVICE FOR THE CLIENT

MAIN OBJECTIVE: 1. SELECT THE MOST VIABLE OPTION

ENABLING OBJECTIVESa. State expected outcomes of the option to be selected

b. Explain the criteria to be used in selecting an option

c. Determine in general which options are likely to be successful for

specific and also ancillary needsd. Determine which options are feasible in terms of time and resources

availablee. Determine which option is preferred by the client

f. Determine which option is most suitable from agency's point of view

g. Select the most viable option in concert with client, using some

systematic procedure which can be explained to the client and

justified to the agencyi. Substantiate and support your decision in terms of client need

and agency policy


ARM OF COMPETENCE: D. PROVIDE SERVICE FOR THE CLIENT

MAIN OBJECTIVE: 2. ENCOURAGE THE CLIENT TO TAKE ACTION

ENABLING OBJECTIVES

a. Describe to client what is necessary to obtain servicesb. Determine if client has possible objections to required actionc. Explain to client the benefits of taking the actiond. Persuade client that actions are required for need to be mete. Determine with client if client has resources and skills needed to cake

actionf. Use case studies to show how others have taken the action and succeededg. Provide reinforcement when client takes positive actionh. Be assertive with client when necessary to force a choice of actioni. Ask client to make a commitment to take action

JOB C)MPONENT: I. RELATIONS WITH CLIENTS


MAIN OBJOCTIVE: 3. ENCOURAGE THE CLIENT TO TAKE PERSONAL RESPONSIBILITYPOR ACTION

ENABLING OBJECTIVES

a. Explain the concept of personal responsibility

b. Explain likely effects of taking action without client's commitmentc. Explain the degree of client responsibility required for action to succeedd. Provide reinforcers for the client taking personal responsibilitye. Provide backup and support for client taking responsibilityf. Persuade client that you will help but cannot be responsible for actions

of another person

g. Explain the limits of the agency in supervising the client's actionh. Formulate agreement with client for the client to accept responsibility

for action

56 63


AREA OF CIMPETENCE: D. PROVIDE SERVICE FOR THE CLIENT

MAIN OBJECTIVE: 4. TEACH THE CLIENT SKILLS TO TAKE ACTION

ENABLING OBJECTIVES

a. Assess the client's existing skills which are required to take actionb. Identify the client's missing skills which are required to take actionc. Motivate the client to learn the missing skills1. Explain the required skills to the cliente. Demonstrate the skills to the client where possiblef. Provide practice opportunities for the client where possibleg. Provide guidance for the client's practice of the skillsh. Select suitable materials for teaching the skillsi. Design suitable sequences of instruction to teach the skillsj. Assess client's ability to take action after learning the skills

57



(A). INDIRECT SERVICES

MAIN OBJECTIVE: 5. ARRANGE FOR PROVISION OF SERVICES TO CLIENT BYOTHER AGENCIES

ENABLING OBJECTIVES

a. Select a suitable agency to serve client's needsb. Explain rules and regulations used by other agencies for referral

c. Ensure that support required is available at other agencyd. Identify and contact a suitable person in the other agencye. Confirm that client is able to contact other agencyf. Confirm client's commitment to contact other agencyg. Ensure that client knows viva is needed to get to other agency

h. Arrange for appropriate transportation if necessaryi. Confirm that client has contacted other agencyj. Determine who is responsible for supervising the servicek. Determine if information exchange is to be confidential or

non-confidential1. Provide other agency with information on the appropriate level

m. Complete necessary paper work for the referraln. Arrange for necessary follow-up with other agency if necessary

58


AREA OF COMPETENCE: D. PROVIDE SERVICE FOR THE CLUE'


MAIN OBJECTIVE: 6. REFER CLIENT TO APPROPRIATE RESOURCES

ENABLING OBJECTIVES

a. Describe suitable resouv:es in the community for various client needsb. Inform client about resources which might be suitablec. Explain to client why other resources say be helpfuld. Explain to client what will be required to use the other resourcese. Explain to client the nature of the service offered (long-term,

short-term, emergency, etc.)f. Explain to client the procedures for contacting the other agencyg. Assist the client to contact the other agency if necessary

59 66




MAIN OBJECTIVE: 7. INTERVENE ON BEHALF OF THE CLIENT

ENABLING OBJECTIVES

a. Make initial contact with other agency on behalf of clientb. Explain client problem to other agencyc. Request assistance on behalf of the clientd. Provide suitable documents for the client to contact other agencye. Use rules and regulations to obtain needed services for clientf. Speak on behalf of client if necessaryg. Identify and contact influential people in other agency when necessaryh. Develop arguments to support client's case for servicei. Explain informal structure for decision making in other agencyj. Provide means for other agency to service client (money, cloths, medicine,

housing, food, etc.) if necessaryk. Provide temporary means to facilitate other agency's involvement

(transportation, food, etc.) if necessary1. Negotiate with other agency for shared respdnsibility or resources if

necessary

m. Explain the complexity of multi-agency involvement with a clientn. Organize support for client among multi-agency providerso. Explain mechanics and procedures for multi-agency decision-makingp. Determine when client is being abused by other agencyq. Identify when client is abusing agency servicesr. Determine when to terminate services with other agency with, or for, clients. Take steps to curtail abuse by clients of other agency's services



(B). DIRECT SERVICES

MAIN OBJECTIVE: 8. PLAN AND LEAD CLIENT GROUP ACTIVITIES

ENABLING OBJECTIVES

a. Develop schedules for group activitiesb. Motivate clients to participate in group activitiesc. Establish goals for group activitiesd. Establish performance standards for client activitiese. Provide resources for group activitiesf. Identify suitable activities for grip participationg. Explain activities to clientsh. Demonstrate activities for clientsi. Provide leadership for activitiesj. Summarize the purposes and results of activities for the clientsk. Evaluate group activities

61

10B WONENT: I. RELATIONS WITH CLIENTS

AkEA OF COMPETENCE: D. PROVIDE SERVICE FOR THE CLIENT


MAIN OBJECTIVE: 9. TEACH CLIENT REQUIRED SKILLS

ENABLING OBJECTIVES

a. Set instructional goalsh. Assess client's performance levelsc. Seiec" suitable content for instructiond. Explain ` tie taught

c. Provide effect_, demonstrationsf. Select suitable techniques for instructiong. Demonstrate techniques of instructionh. Develop lesson plansi. Develop instructional materialsj. Use instructional aids effectivelyk. Identify learning difficulties of clients1. Keep suitable 7,cords for learnersm. Ev31 uate learning progress

to

62Cd




MAIN OBJECTIVE: 10. PROVIDE IMMEDIATE MEDICAL oifTENTION AS REQUIRED

ENf BLINC OBJECTIVES

a. Recognize when immediate medical attention is needed by clientb. Describe the most common medical problems of clients coming to agencyc. Explain medication (prescription and non-prescription) and its effectsd. Explain who to contact for medical needse. Demonstrate the use of medical equipment in the agencyf. Contact emergency medical services when requiredg. Demonstrate basic first aid techniquesh. Exhibit calm and confident manner in emergency medical situationsi. Arrange for transportation of client for medical help

.10B COMPONENT: I. RELATIONS WITH CLIENTS



MAIN OBJECTIVE: 11. PROVIDE SPECIFIC AGENCY SERVICES FOR THE CLIENT

ENABLING OBJECTIVES

a. Identify agency service specific to client needb. Explain agency rules and regulations for providing the servicec. Obtain consent from client to receive serviced. Provide service, following agency procedurese. Make arrangements for service to be provided by others in the agencyf. Ensure that client will attend to receive servicesg. Determine if service has been provided as per arrangements

64

7'




MAIN OBJECTIVE: 12. PROVIDE ONGOING SUPPORT FOR THE CLIENT

ENABLING OBJECTIVES

a. Explain agency policy for follow-up contact with clientb. Identify the length of ongoing or follow-up service requiredt. Maintain contact with the clientd. Determine state of client ongoing needse. Inform the client how to contact agency for further servicef. Explain to the client the limitations of agency support

65



(C). CRISIS MANAGEMENT

MAIN OBJECTIVE: 13. RECOGNIZE SITUATIONS THAT HAVE CRISIS POTENTIAL

ENABLING OBJECTIVES

a. List the characteristics of a crisis situationb. Identify typical crisis situations involving issues such as domestic

problems, separation, death, drugs, alcohol, arrest, suicide, starvation,accident, rape, fire, or others

c. Distinguish between violent and non-violent situationsd. Identify situations which are life-threateningP. Identify situations which have potential for personal injurye. Identify situations which have potential for destruction of propertyf. Identify situations which will leave a person unable to provide for

immediate needsg. Distinguish between situations which require immediate action and those

which do not

JOB CAMPONENT: I. RELATIONS WITH CLIENTS



MAIN OBJECTIVE: 14. ANALYZE CRISIS SITUATIONS ACCURATELY

ENABLING OBJECTIVES

a. Identify important components for various types of crisis situationsb. Identify the people involved in a crisis situationc. Assess the current state of all persons involvedd. Determine how long the situation has existede. Estimate the Mely effects of the situation if not correctedf. Determine the priority for action in the situationg. Distinguish between problems which can be handled alone and those which

require additional helph. Distinguish between problems which are within personal competence to deal

with and those which are beyond current abilitiesi. Determine how much help is needed to deal with the situationj. Identify appropriate resources for possible help in dealing with a situation

67




MAIN OBJECTIVE: 15. DEVELOP A STRATEGY FOR RESPONDING TO THE CRISIS

ENABLING OBJECTIVES

a. Explain at least three different intervention modelsb. Describe systems used in social service practice for crisis interventionc. Predict probabilities of success for using different models of intervention

in a crisis situation

d. Identify the main and side effects for different strategiesc. Identify limitations of strategies which might be usedf. Identify personal abilities to implement alternate strategiesg. Select a viable strategy from among the alternatives and justify its choiceh. Explain theories which support alternative intervention models




MAIN OBJECTIVE: 16. TAKE ACTION WITH THE PLANNED STRATFCY

ENABLING OBJECTIVES

a. Secure pertinent information needed to take actionb. Encourage the client to cooperatec. Immediately get rid of non-essential components of the situationd. C4nfrOnt, defuse, de-escalate the crisis as requirede. Secure dangerous elements - guns, drugs, knivesf. Use interpersonal communications skills effectivelyg. Explain the reasons for action taken in a crisis situation

69




MAIN OBJECTIVE: 17. MOBILIZE RESOURCES

ENABLING OBJECTIVES

a. Identify the resources neededb. Decide on the combinations of resources to be calledc. Describe the services provided by each possible resourced. Identify who to call for each type of situatione. Contact required resource immediately

f. Explain the problem and the priority level quickly and conciselyg. Determine a likely schedule for resources to provide helpti. Coordinate resources when they arrivei. Provide rer:urce with pertinent information for action on their partj. Provide transportation for client if necessaryk. Provide client with temporary assistance if necessary medical, clothes,

shelter, safety




MAIN OBJECTIVE: 18. EFFECT CLOSURE FOR THE CRISIS

ENABLING OBJECTIVES

6. EFFECT CLOSURE FOR THE CRISIS

a. Identify when the emergency has passedb. Determine state of client after immediate care is providedc. Assess needs for longer term assistanced. Ensure that client is safee. Contact people with information that crisis is overf. Assess results of services provided by each resourceg. Prepare necessary documentsh. Inform client about alternate services availablei. Inform client about future availability of agency services

71

10B COMPONENT: I. RELATIONS WITH CLIENTS

AREA OF COMPETENCE: E. ASSESS OUTCOMES WITH THE CLIENT

MAIN OBJECTIVE: I. DETERMINE WITH THE CLIENT IF GOALS HAVE BEEN REACHED

ENABLING OBJECTIVES

a. Describe objectives of service for a clientb. Identify when an objective has been metc. Determine if the client feels the service has been successfuld. Assess other's opinions concerning the client's need for further services

JOB COMPONENT: T. RELATIONS WITH CLIENTS


MAIN OBJECTIVE: 2. ASSIST CLIENT IN DETERMINING FUTURE GOALS

ENABLING OBJECTIVES

E2: ASSIST CLIENT IN DETERMINING FUTURE GOALS

a. Identify service goals which were not attainedb. Determine reasons for non-attainment of goalsc. Determine the level of a client's effortd. Develop plans for achievement of unreached goalse. Reassess a client's situation and identify new needs if necessaryf. Establish new goals with a clientR. Help a client assess the feasibility of new goalsh. Help a client set priorities for new goalsi. Estimate the duration of new services required

73

.JOB COMPONENT: I. RELATIONS WITH CLIENTS


MAIN OBJECTIVE: 3. PREPARE CLIENT FOR TERMINATION OF SERVICES

ENABLING OBJECTIVES

a. Decide when a client is stabilized enough for terminationb. Decide if a client should be terminated from agency contactc. Select a suitable time to discuss termination of services with clientd. Inform a client that contact is to be terminatede. Explain the reasons for termination to a clientf. Systematically phase out service for a clientg. Explain what other resources are available to the clienth. Make arrangements for client to contact other resources if necessaryi. Summarize the skills learned by the clientj. Help the client make new plans when service is terminated

74



MAIN OBJECTIVE: 4. TERMINATE CONTACT WITH CLIENT

ENABLING OBJECTIVES

a. complete all necessary documentation for termination of servicesb. close client file and submit to agency for record keepingc. Inform client about policy terms of terminationd. Inform client about requirements for future servicese. Elicit from client agreement for terminationf. Provide reinforcers for. terminationg. Use negative responses for clients who refuse to terminate contacth. Be assertive with clients who refuse to accept terminationi. Assist client in dealing with both positive and negative feelings about

terminating the relationshipj. Share your feelings about the relationship having to endk. Eliminate possible means for continuity of the serviceI. Inform other agency workers that services are overm. Inform other cooperating agencies that your agency services are ended

JOB .71PONENC: I. RELATIONS WITH CLIENTS

AREA %,,r XMPETENCE: E. ASSESS OUTCOMES WITH THE CIJENT

MAIN OKIECTIVI; 5. FOLLOW UP AND MONITOR THE LONG-TERM RESULTS OFSERVICES TO CLIENT

ENABLING OBJECTIVES

A, Determine if agency has policy for follow-up services or assessmenth. Explain the value of long-term follow-up and monitoring( . Tdentif..; the resources required for follow-up and monitoringd. petermi7le Tong -term follow-up and monitoring is necessarye. Determiv- °rg-term monitoring and follow-up is effective

1. Collect I, iy information about client through documents and

interviews.

Identify the cff "cts of agency services to clients over time

g. Prepare statistical .summaries of results over timeh. Prepare reports on the effects of agency services to clients

76

JOB COMPONENT: IT. RELATIONS WITH OWN AGENCY

AREA OF COMPET*CE: F. FOLLOW AGENCY RULES AND NORMS

MAIN OBJECTIVE: 1. CLARIFY OWN MANDATE AND OPERATING NORMS

ENABLING OBJECTIVES

a. Explain purposes of the agencyh. Distinguish services and procedures which are acceptable within agency

from those which are not(. Use the agency operating manual effectivelyd. Describe where to locate information about agency policy or guidelinese. Explain general agency policiest. Describe general office procedures within the agency

;(1f1 COMPONENT: TI. RELATIONS WITH OWN AGENCY

AREA OF COMPETENCE: F. FOLLOW AGENCY RULES AND NORMS

MAR tWFCTIVE: 2. 11'NCTION IN ACCORD WITH AGENCY'S ETHICAL STANDARDS

ENABITNG OBJECTIV!..S

a, De!.ermine agen-y's ethica3 standards according to agency policy,

government policy, 1rd professional standardsh. Identify situations which relate to ethical standards

( . Expidin the consequences of ethical behaviour within the agency(I. Explain the consequences of unethical behaviour within the agency

Make dc-cisions concerning ethical issues

10B COMPONENT:

AREA OF COMPETENCE:

MAIN OBJECTIVE:

ENABLING OBJECTIVES

II. RELATIONS WITH OWN AGENCY

F. FOLLOW AGENCY RULES AND NORMS

3. CONTROL INFORMATION IN ACCORD WITH PROFESSIONALSTANDARDS OF CONFIDENTIALITY

a. Explain the laws concerning confidentiality and disclosureb. Explain the professional standards for human services work concerning

confidentiality and disclosurer. Explain agency policy concerning confidentiAlity and disclosured. Identify appropriate people to discuss issues withe. Identify suitable levels of information to give in each situation1. Recognize when it is appropriate to limit and to give informationg. Maintain secure office systems for files

79''I,

JOB COMPONENT:

AREA OF COMPETENCE:

MAIN OBJECTIVE:

ENABLING OBJECTIVES


F. FOLLOW AGENCY RULES AND NORMS

4. DETERMINE JOB EXPECTATIONS UNDER SUPERVISOR'S GUIDANCE

i. Explain the job descriptionb. Recognize when agency operating procedures do not match job descriptionc. Be prepared to move away from job description on supervisor's authority

d. Be prepared to change job descriptions when necessarye. Ask supervisor to explain job detailsf. Check areas of job uncertainty with supervisorg. Confirm procedures with supervisor when necessary

h. Be willing to take guidance from supervisorLearn work tasks by observing other workersAsk other workers for guidance when necessary and appropriate

JOB COMPONENT: II. RELATIONS WITH OWN AGENCY


MAIN OBJECTIVE: 5. COMPLETE ASSIGNED ADMINISTRATIVE TASKS

ENABLING OBJECTIVES

a. Complete all agency forms and documents properlyb. Complete all administrative tasks on schedulec. Follow directions of supervisors for tasks undertakend. Maintain proper records and documentse. Maintain a proper log bookf. Maintain proper statistics for agency purposesg. Maintain appropriate correspondenceh. Attend meetings as requiredi. Return phone calls without undue delayj. Use.agency operations manual effectivelyi. Show initiative in doing job well and improving agency procedures

and services

81

JO1 COMPONENT: II. RELATIONS WITH OWN AGENCY


MAIN OBJECTIVE: 6. IDENTIFY OWN AGENCY'S STRUCTURE AND FUNCTIONS

ENABLING OBJECTIVES

a. Explain the agency's administrative structureh. identify key people in the organizationc. Describe the functions and roles of key peopled. Explaia the relations of power and command among key peoplee. Explain what each department doesf. Explain the hierarchy of power among departmentsg. Decribe the number of staff and the job of each personh. DeEcribe own place and function within the agency1. Explain the agency's place in the community:J. Describe relations of the agency with other agenciesk. List other organizations associated with the agencyI. List organizations which are connected with agency directorsm. Explain procedures for referrals and assistance within the agency11. Identify sources of help within the agency when required0. Describe informal and formal communication channels within the agency


AREA OF COMPETENCE: G. PARTICIPATE AS A GROUP MEMBER IN THE AGENCY

MAIN OBJECTIVE: I. DISCUSS WORK-RELATED PROBLEMS WITH CO-WORKERS

ENABLING OBJECTIVES

a. Seek co-workers' advice for solutions of client problemsb. Identify appropriate co-workers to ask for helpc. Identify suitable levels of disclosure for discussions among staffd. Participate in informal agency meetings to solve problems

1011 COMPONENT: II. RELATIONS WITH OWN AGENCY


MAIN OBJECTIVE: 2. GIVE AND RECEIVE CONSTRUCTIVE CRITICISM

ENABLING OBJECTIVES

a. Distinguish between criticism that is constructive or destructiveb. Demonstrate ability to accept constructive criticismu. Demonstrate ability to give constructive criticismd. Remonstrate ability to work in an environment which operates

on a model of giving and receiving constructive criticismt. Describe problems within organization that need criticismt. Offer solutions to problems within your organizationK. Follow through on suggestions from co-workers

s4


AREA OF COMPETENCE: G. PARTICIPATE AS A GROUP MEMBER IN T

MAIM OBJECTIVE: 3. DEAL WITH AND RESOLVE INTER-PERSONAL ISSUES WITHCO-WORKERS

ENABLING OBJECTIVES

a. Discuss quality of working relationships with co-workerslb. Identify when an inter-personal situation needs to be resolvedc. Assist in resolving inter-personal issues you have with co-workersd. Be willing to work cooperatively with otherse. Demonstrate positive reactions to solving interpersonal issuesf. Respond empathetically to co-worker problemsg. rrovide emotional support to co-workersh. Recognize and accept one's own values and limitations in

dealing with inter-personal issues

i. Demonstrate tact, judgement, and diplomacy in dealing with co-workersj. Identify when to be assertive and when to be passive with co-workers

85

10B COMPONENT: II. RELATIONS WITH OWN AGENCY


MAIN ORIECTIVE: 4. SHARE INFORMATION WITH OTHERS

ENABLING OBJECTIVES

d. Identify appropriate information to be shared within the agencyb. Maintain professional standards in dealing with information sharingc. Identify suitable degrees of information exchange for different situationsd. Demonstrate ability to maintain working relationships at all levels even

when information cannot be shared



MAIN OBJECTIVE: 5. PLAN AND CONDUCT MEETINGS

ENABLING OBJECTIVES

a. Recognize when a meeting is necessaryb. Prepare a meeting agendac. Arrange for suitable times, locations, and facilities for meetingsd. Identify required participants at meetingse. Distribute notification about the meeting to participantsf. Prepare necessary materials for meetingsg. Describe leadership functions and roles within meetingsh. Act as chairperson for a meetingi. Ilse appropriate rules of order if necessary to lead meetings

870,a 1

10I1 COMPONENT: II. RELATIONS WITH OWN AGENCY


MAIN OBJECTIVE: 6. PARTICIPATE EFFECTIVELY IN MEETINGS

ENABLING OBJECTIVES

a. Describe group member functions and roles within meetingsb. Distinguish between helpful ard,disruptive behaviour in meetingsc. Provide constructive information during meetingsc'. AccPpt responsibility for group tasks as required


AREA OF COMPETENCE: G. PARTICIPATE AS A GROUP MEMBER TN THE AGENCY

MAIN OBJECTIVE; 7. EFFECTIVELY USE AGENCY'S INTERNAL RESOURCES

ENABLING OBJECTIVES

a. Describe the capabilities of agency's internal resourcesb. Describe the limitations of agency resourcesc. Assess the strengths and weaknesses of agency resourcesd. Recognize when agency resources are applicable to a situatione. Explain how to get access to specific agency resourcesf. Be flexible in adapting resources for various purposes



MAIN OBJECTIVE: . PARTICIPATE IN PLANNING OF FUNDING PROPOSALS

ENABLING OBJECT:VES

1. Describe the agency funding sourcesh. Explain regulations of funding agenciesc. Determine how the agency can be eligible for fundingd. Write funding proposalse. Develop innovative means of obtaining fundsf. Work on funding proposal teamsg. Organize joint efforts for funding proposalsh. Help organization to become eligible for cost-sharing funding groups

Colle,:t appropriate statistics for funding proposalsj. Plan public relations activities for agency

1

90


AREA OF COMPETENCE: H. WORK WITH VOLUNTEERS

MAIN OBJECTIVE: I. RECRUIT VOLUNTEERS

ENABLING OBJECTIVES

a. Explain the basic principles of recruiting volunteersb. Explain ageacy policy and procedures for recruitingc. Describe the limitations and expectations of volunteersd. Identify potential sources of volunteerse. Identify skills required of volunteersf. Demonstrate to others the need for recruitment of volunteersg. Develop strategies for recruiting volunteersh. Contact potential volunteersi. Make arrangements for volunteers to attend recruitment meetingsj. Discuss with voLmteer and others, the suitability of the person

for agency workk. Make decisions about whether a person should be asked to volunteer1. Persuade potential volunteersm. Obtain a commitment from volunteer

91

JOB (1 NT: II. RELATIONS WITH OWN AGENCY


MAIN OBJECTIVE: 2. ASSESS VOLUNTEERS' SKILLS

ENABLING OBJECTIVES

a. Describe suitable procedures for assessing skills and personal qualitiesb. Identify potential and current range of skills exhibited by volunteersc. Identify skills levels of volunteersd. Assess strengths and weaknesses of volunteerse. Assess abilities of volunteers to learn new skillsf. Assess psychological, emotional and physical attributes if important

JOB COMPONENT: II. RELATIONS WITH OW AGENCY


MAIN OBJECTIVE: 3. TRAIN VOLUNTEERS FOR SPECIFIC TASKS

ENABLING OBJECTIVES

a. Provide volunteers with orientation to the agencyb. Demonstrate the tasks to be performed by volunteersc. Explain details of tasks to be performedd. Provide volunteers with opportunity for guided practicee. Inform volunteers about errors and suggest ways to improve performance

93

ti

1 0 0

JOB COMPONENT; II. RELATIONS WITH OWN AGENCY


MAIN OBJECTIVE: 4. COORDINATE VOLUNTEER ACTIVITIES

ENABLING OBJECTIVES

a. Explain agency policy about what volunteers can and cannot dob. Determine specific tasks for volunteers to be involved inc. Determine levels of volunteer work required in agency ,

d. Establish schedules and timetablese. Assign volunteers to tasksf. Obtain commitment for participation in activit as as scheduledg. Select suitable groups of people to work togetherh. Develop alternative plans for action when volunteers fail to attendi. Supervise volunteers on the jobj. Provide assistance for volunteers on the job

94

101



MAIN OBJECTIVE: 5. EVALUATE PERFORMANCE OF VOLUNTEERS

ENABLING OBJECTIVES

a. Determine required level of performance for volunteersb. Describe suitable means of collecting information about volunteer

per J'

c. Observe or collect information about volunteer performancesd. Discuss performances with volunteerse. Assess ethical standards of volunteer performancef. Identify critical incidents for reporting of performanceg. Assess the interactions between volunteer and agency or clientsh. Collect statistics about volunteer performancei. Determine potential of volunteer for more complex workj. Determine levels of need for ongoing training by volunteersk. Determine how volunteers's performances could be improved1. Explain the importance of terminating volunteer workers of low performancem. Determine if volunteer should be terminated from agency tasksn. Use agency forms and documents for evaluationo. Follow agency policy for evaluation proceduresp. Write reports about volunteer performance

95 102


AREA OF COMPETENCE: I. PLAN AND ORGANIZE PERSONAL WORK ACTIVITIES

MAIN OBJECTIVE: 1. PRIORIZE PERSONAL WORK ACTIVITIES

ENABLING OBJECTIVES

a. Establish personal and agency prioritiesb. Establish work objectives for time periodsc. Establish timetables and deadlinesd. Distinguish important from less important taskse. Distinguish important from urgent activitiesf. Be able to ign)re unimportant tasksg. Explain the criteria for success on the jobh. Develop flexibility in plans to cope with emergency situations

96

16J



MAIN OBJECTIVE: 2. ORGANIZE WORK STATION AND MATERIALS

ENABLING OBJECTIVES

a. Describe personal work spa( allotmentb. Keep work station orderly for efficient usec. Identify materials for daily used. Establish efficient system for storing materials in daily usee. Establish efficient filing system for personal filesf, Describe where materials are kept for occasional useg. If sharing work space with others, demonstrate consideration for

their use of the space

97

JOB COMPONENT: II. REIATIONS WITH OWN AGENCY


MAIN OBJECTIVE: 3. PLAN DAILY WORK ACTIVITIFS

ENABLING OBJECTIVES

a. Maintain current information about duties to be completedb. Estimate reasonable time periods required for completing tasksc. Identify tasks which can be delegatedd. Distinguish activities which require blocks of time from those

which can be completed over different time periodse. Distinguish tasks which are sequentially dependent from those

which can be performed independentlyf. Describe distribution of load for agency work month-by-monthg. Use effective time management techniquesh. Maintain a daily log and diaryi. Set daily priorities and objectives for work to be completed

98 105


AREA OF COMPETENCE: I. PLAN AND ORGANIZE PERSONAL WORD ACTIVITIES

MAIN OBJECTIVE: 4, FOLLOW TIMETABLES

ENABLING OBJECTIVES

a. Explain agency schedules on a daily, weekly, and monthly basisb. Identify deadlines far enough in advancec. Document periodic achievements and steps toward larger tasksd. "ork for the required hours each daye. Follow agency policy for lunch and coffee breaksf. Document time with clients

99

JOB COMPONENT: II. RELATIONS WITH OA AGENCY


MAIN OBJECTIVE: 5. EVALUATE OWN WORK PERFORMANCE

ENABLING OBJECTIVESa. Explain agency criteria for job successb. Establish personal work standards and goalsc. Collect suitable documents about own performanced. Ask supervisor for assessment of job performancee. Ask co-workers for feedback about performance1. Distinguish effective work from ineffective workg. Correct ineffective workh. Recognize when supervision or consultation is required to improve worki. Demonstrate ability to change work performance when required

1



MAIN OBJECTIVE: 6. ENGAGE IN PROFESSIONAL DEVELOPMENT ACTIVITIES

ENABLING OBJECTIVES

a. Explain the value of professional development,b. Explain the current training needs of the agencyc. Assist in planning training sessions for agencyd. Demonstrate willingness to take ongoing traininge. Set personal priorities for required traininge. Participate in internal and external workshops for Jevelopmentf. Describe current resources where training is availableg. Identify suitable programs for professional development for agency

101

os



MAIN OBJECTIVE': 7. RECOGNIZE SYMPTOMS OF OWN REACTIONS TO STRESS

ENABLING OBJECTIVES

a. Explain list of general stress reactionsb. Identify situations which cause personal stressc. Identify personal limitations in ability to function under stressd. Identify normal from non-normal personal statese. Describe personal reactions to generalized stressf. Identify personal reactions to specific types of stressR. Recognize changes in personal states as they occurh. Recognize when working conditions are causing stressful reactionsi. Explain the symptoms of burnoutj. Recognize when a state of personal burnout is approaching.

102 1 1,fi

'JOB COMPONENT:41111r

AREA OF COMPETENCE:

MAIN OBJECTIVE:

ENABLING OBJECTIVES


I. PLAN AND ORGANIZE PERSONAL WORK ACTIVITIES

8. COPE EFFECTIVELY WITH STRESS

a. Explain techniques for dealing with stressb. Describe limits of useful vs. non-useful stress levelsc. Determine if stress is job related or notd. Identify if the job can be continuede. Determine if agency has employee assistance.programs for stressf. Determine if the stress can be dealt with personallyg. Seek help to eliminate *stress if necessaryh. Withdraw ftom the stressful situation if necessaryi. Take suitable action to change stress-causing situationj. Demonstrate techniques for dealing with stress

,103


AREA OF COMPETENCE:' J. REPORT RESULTS

MAIN OBJECTIVE: I. WRITE CLIENT FILE NUI*S

ENABLING OBJECTIVES

a. Explain the purpoqes of client file notesb. Describe suitable format for writing client file notesc. Describe how to open file on a clientd. Describe what to note about work with a cliente. Identify key items to include in client notesf. Update client file notes immediately after each contact


AREA OF COMPETENCE: J. REPORT RESULTS

MATN OBJECTIVE: 2. WRITE CLIENT CASE REPORTS

ENABLING OBJECTIVES

a. Explain the purpose and value of client case reportsb. Describe agency format for writing case reportsc. Explain agency policy and procedures concerning case reportsd. Identify appropriate information to include in case reportse. Explain how to use and file case reportsf. Collect documents and materials for reportsg. Record information acmteely within case reportsh. Be able to justify, d nt, or substantiate items recordedi. Use effective techniques of written coMmunication for notesj. Explain the agency system for handling case reportsk. Explain agency, policy concerning distribution of client reports

105 112


AREA OF COMPETENCE: J. REPORT RESULTS

MAIN OBJECTIVE: 3. COMPILE STATISTICS FOR AGENCY PURPOSES

ENABLING OBJECTIVES

a. Explain the importance of statistics to the agencyb. Explain how statistics may be used by the agencyc. Maintain suitable personal records for agency statisticsd. Identify activities for which statistics should be kept

e. Establish forms and procedures to compile required statisticsf. Gather appropriate data from various sources for statistical analysis

g. Compile statistics in useful formatsh. Describe common methods for gathering statistical informationi. Explain the possible limitations and misuses of statistical dataJ. Write statistical summaries for agency use


AREA OF COMPETENCE: J. RWORT RESUUS

MAIN OBJECTIVE: 4. PREPARE AND GIVE EFFECTIVE VERBAL REPORTS

ENABLING OBJECTIVES

a. Explain the importance, of presenting effective verbal reportsb. Identify typical situations where internal and external

verbal reports are requiredc. Plan verbal reports for effective results, considering specific situation

and audiencec. Demonstrate effective techniques of public speakingd. Select appropriate levels of language for the audiencee. Use audio-visual aids effectively

d. Demonstrate au effective personal image when reporting verballye. Be able to clarify, substantiate, or justify information presentedf. Answer questions clearly and concisely when necessary

107 114

JOB COMPONENT: III. RELATIONS WITH THE COMMUNITY

AREA Of' COMPETENCE: K, MAINTAIN A CURRENT INFORMATION BASE

MAIN OBJECTIVE: 1. MAINTAIN A CURRENT KNOWLEDGE OF RELEVANT LEGISLATION

AND POLICIES

ENABLING OBJECTIVES

a. Maintain a resource manual for current legislation and policy for agency

b. Explain general government policies concerning human services

c. Explain specific government policies concerning specific agencyd. Read and be able to explain tne meaning of information cirularse. Read and be able to explain the meaning of memos as they pertain

to legislationf. Describe where to obtain information for current legislation and policyg. Describe the judicial processg. Explain the system of courts which affect clients of the agency

h. Describe differences among the local courtsi. Describe court processes which affect clients of the agency

j. Explain basic legal terms1. Identify legal issues which affect own jobm. Explain basic provisions of criminal code and civil remedies which

commonly affect agency clientsn. Explain general provisions of provincial and federal legislation

relating to any of the following areas which are relevant forthe agency and its clients:

- evidence in criminal or civil matters

- family relations- young offenders

human rights codes- welfare- privacy- constitutional issues- community bylaws concerning human service activities

- healthchild careemployment

t. Use legal forms and documents for own agency and government

t. Interpret legal documents and policies for clientsu. Explain services provided by legal aid

u. Direct clients to relevant agencies for legal services required

JOB COMPONENT: III. RELATIONS WITH THE COMPIJNITY

AREA OF COMPETENCE: K. MAINTAIN A CURRENT INFORMATION BASE

MAIN OBJECTIVE: 2. IDENTIFY APPROPRIATE COMMUNITY RESOURCES

ENABLING OBJECTIVES

a. Describe the social profile of local communityb. Identify the types of resources needed for own agencyc. Identify potential community resources to be used for client need*d. Maintain file of useful resources and agencies in the communitye. Establish contacts with suitable resources in communityf. Use Red Book or other direCtories of resources effectivelyg. Use information services in communityh. Participate in network of information exchange

109



MAIN OBJECTIVE: 3. MONITOR RELEVANT COMMUNITY ISSUES

ENABLING OBJECTIVES

a. Explain the importance of keeping current in community issuesb. Identify relevant issues which affect own. job and agencyc. Maintain contacts with local government and individual departments

t d. Identify who to contact for accurate information on relevant issuese. Maintain contacts with key people involved in issuesf. Read local government reports and news releasesg. Read newspaper systematicallyh. Maintain files on relevant issuesI. Attend relevant meetings

j. Invite key people speak to agencyk. Act as agent for change inTommunity issues

110



MAIN OBJECTIVE: 4. IDENTIFY RESOURCE CONTACTS IN THE COMMUNITY

ENABLING OBJECTIVES

a. Identify key agencies for agency to contact0. Identify key personnel in target agenciesc. Identify relevant resource personnel in communityd. Explain effective procedures for contacting resource peoplee. Identify the willingness of resource people to cooperatef. Describe the limitations of people to cooperateg. Describe the acc#!ssibility of resource peopleh. Identify networks of people who can contact inaccessible resource peoplei. Maintain information files on key resource people

1


AREA OF COMPETENCE: L. MAINTAIN CONTACTS WITHIN THE COMMUNITY

MAIN OBJECTIVE: 1. OBTAIN AND/OR IMPROVISE NEEDED RESOURCES

ENABLING OBJECTIVES

a. Identify resources that are neededb. Explain how to obtain needed resources and materials in the communityc. Identify where to obtain resources in communityd. Describe the values or costs of resourcese. Determine if resources can be obtained free or low-costf. Persuade people to donate resourcesg. Write proposals for resourcesh. Negotiate for use of resourcesi. Work cooperatively with other agencies to share resourcesj. Describe the terms for resources borrowed from other agenciesk. Improvise resources by using available materials1. Be creative in making suggestions obtaining required resources

112

1 1

0

JOB COMPONENT: RELATIONS WITH THE COMMUNITY


MAIN OBJECTIVE: 2. REPRESENT AGENCY TO THE PUBLIC

ENABLING OBJECTIVES

a. Prepare and distribute brochures and informationb. Write press releasesc. Speak to public meetings

d. Participate in information open housese. Attend public meetings and conferencesf. Meet with community committeesg. Give community workshopsh. loin suitable community groupsi. Act as a resource for community agenciesj. Use public media effectively to communicate with the publick. Be interviewed on radio or television1. Maintain contacts wich media personnel

113120



MAIN OBJECTIVE: 3. PARTICIPATE IN AGENCY'S FUND-RAISING ACTIVITIES

ENABLING OBJECTIVES

a. Explian basic principles and practices of fund raising activitiesh. Describe how to run a funding campaingc. Identify impqaant targets for funds: individuals, groups, associations,

government,qtharities, and funding agenciesd. Explain basic principles of fiscal managemente. Keep accurate financial recordsf. Read financial statementsg. Balance a chequebookh. Prepare bank depositsi. Maintain security for agency money

._

j. Develop a budgetk. Motivate volunteers to work oh funding activities1. Present fundfhg proposals to funding agenciesm. Do phone soliciationsn. Work on committees. to stuff envelopeso. Call on community homes to solicit fundsp. Meet with funding agenciesq. Sell membershipsr. Write persuasive letters and reports



MAIN OBJECTIVE: 4. DEVELOP CONTACTS WITH BUSINESS ORGANIZATIONS INTHE COMMUNITY

ENABLING OBJECTIVES

a. Identify charitable interests of businessesb. Identify the community interests of target businessmen and organizationsc. Make contact with public relations officers in large companiesd. Make contacts with likely businesses who are sympat.ietice. Make contacts with key persons in businessf. Keep businesses informed of agency workg. Join business groupsh. Address business organizationsi. Ask businessmen to speak to agency groupj. Ask businessmen to join committees for agencyk. Ask businessmen to sit. on agency boardI. Arrange meetings with businesses concerning mutual interest topics


AREA OF COMPETENCE: M. MAINTAIN CONTACTS WITH WORKERS IN OTHER AGENCIES

MAIN OBJECTIVE: 1. BUILD WORKING RELATIONSHIPS WITH PERSONNEL OFOTHER AGENCIES

ENABLING OBJECTIVES

a. Explain the value of working relationships with other agenciesb. Identify where you can be helpful to other agenciesc. Identify where other agencies can be helpful to own agencyd. Explain procedures to approach and cooperate with other agenciese. Work on cooperative projects with other agenciesf. Share information with other agenciesg. Attend meetings with other agenciesh. Attend open houses at other agenciesi. Sit on committees with members of other agencies). Share resources with other agenciesk. Attend professional development with personnel of other agenciesI. Meet informally with members of other agenciesm. Join a suitable network for sharing mutual interests among agencies

116



MAIN OBJECTIVE: 2. GATHER INFORMATION FROM COMMUNITY AGENCIES

ENABLING OBJECTIVES

a. Describe system of information excNnge with other agent .esb. Explain how to approach other agepEies for informationc. Identify information available from other agenciesd. Explain legal methods and requirements for obtaining informationf. Describe agency policies for exchanging informationg. Provide documents supporting need for information



MAIN OBJECTIVE: ) 3. INFORM OTHER AGENCIES ABOUT INVOLVEMENT WITHMULTI-AGENCY CLIENTS

ENABLING OBJECTIVES

a. Make list of all agencies concerned with clientb. Identify appropriate level of information to share with other agenciesc. Identify specific information to shared. Use checklist to ensure that agencies are notifede. Notify other agencies by phone, reports, letters, documents

118

1')4.,t)



MAIN OBJECTIVE: 4. PARTICIPATE IN COORDINATION OF SERVICES FORMULTI-SERVICES CLIENTS

ENABLING OBJECTIVES

a. Identify multi-service clientsb. Explain the importance of servicing multi-service clientsc. Assist in planning services for client through other agenciesd. Negotiate services required from various agenciese. Attend case conferencesf. Consult with community resourcesg. Work as member of a case teamh. Identify limits of coordination and cooperationi. Exchange information about clients informally and formallyj. Describe the possible abuse of services by multi-se.ice clients

Vir

119

1.2

APPENDIX A

DACUM CHART #1

120 127

I. NLLATIONS WITH CLIENTS

A :ESTABLISHES:KAPPONT WITH \:CLIENT

SKILL PeuFILE Chan

HUMAN SENVICES WORKER

AN EMPLOYEE OF A HouGuvuttuqure HUMAN SENVICES AGENCY WOOKING DIHICTLY WITHCLIENTS TO myna; SENVICES NUT REUININU PUBMAL PROFESSIONAL ChEDENTLALS

:Creates Comfort- :Makes Non- :Determines with :Explains :Engages in:able Environment :threatening :Client Expect- :Agency's :Appropriate:for Client :Initial Contact :ations of :Services :Non - Vernal

1 with Client 2:Relationsnip 3: 4:13ehaviOur

:Ln#04.s in:Appropriate:Verbal

5:Behaviour 6:

:Facilitates :Engages in :DeacrIbes Own :

:Client's Self- :Appropriate :Understanding of :

:hinclosure :Self-Disclosure :Client's Condi-7: S:tion/Situation 9:

b :AJSESsLS THE% :Gathers:NEEDS OP THE :Information:CLIENT

' :from/

a. I

C :EirLutiLS:OPTIONS WITH:CLIENT 1

..

:Gathers Inform- :Gathers:ation from/about :Information:Social Support :from Community

1:Group 2:Agencies

:Evaluates:Client's:Physical

3: Appearance

:Evaluates:Client's:Physical

4:Capabilities

:Evaluates:Client's Mental/ :

:Intellectual5:State 6:

:Evaluates:C4lent's:Lmotional:Capabilities

:Evaluate, :Evaluates:Client's :Client's:Social :Financial

7:Capabilities 8:Resources

:Paine* Client's :Plans Strategy:Needs in :for Working:Concert with :with Client :

9:Client 10: 11:

:Heviews with:Client Previous:Attempts to:Deal with Need

:Determines with :Estadlishes :Identifies:Client the :Goals with :Uptions:Causes or :Client

1:Client's Need 2: 3:

:Identifies:Resources:Required for

4:Each Option

Amalwates:Effects o:Each Option

5: 6:

:PHUVIVLS Yoh% :Selects:sENVICE TO Most Viable:THE CLIENT / :Option

, .

:Motivates:Client to:Take Action

1:

:Encourages Client:Trsins Client:to take Personal :to take:Hesponsibility :Action

2:for Action 3:

:Arranges for:Provision of:Services to

4.Client

:Refers Cliqnt:to Approprl4te:Resources

5: 6:

:Provide,:ongoing:Support

7:

IE :A.S14;Slik3 4 :Determines with :Assists Client:uUTCOMEs %

% :Client if Goals :in Determining:WITH CLIENTS / :Have Been :Future Goals

/ :Reached 1:

:Prepares:Client forAermination

2:of Services

:Terminates:Contact with:Client

3:

:Evaluates Own:Performance in ;

:Delivery of Serv-:4:ices to Client 5:

1 2 :1

HELATIuhs WITH OWN AGENCY

SKILL PHuF1LL CHANT

HUMAN bkAW1CL:.; WuNKLH

A :PULLO%

WS :Clarifies Own:AGENCY RULES :Mandate and:ANU NORMS ' :Operating

/ :bores

U :PARTICIPATES% :Discusses:AS A GROUP \ :Caseload:MEMUEN IN / :Problems with:THE AGENCY :Co-Workers

::Scrounges and:Improvises:heeded:Iteueurces

:?unctions in :Determines Job:Accord with :Expectations:Agency's Ethical :under Supervi-

1:Standards 2:sor's Guidance

:Completes:Auulgnea:Admlnlutrativu

3:Tuslts

:Identifies awn:Ageney'd:Strueture

4:and Mtmictiena 5:

:Gives and:Neceives:Constructive

1:Criticism

:Shares:Information:witn

2:0thers

:Plans and:Conducts:Meetings

3:

:Participates:Etrectively:in Meetings

4:

7;

:Pfroctivaly:lws Agency's:Internal

5:Hesources 6:

C :MANS AHU :Prioriteu:uhGANIZES \ :Activities;OWN MONK ;

:ACTIVITIES / :

D :HENHTS:RESULTS

% :Writes, -Cauu

* :Notes

:Own Work:Station and

I:Materials

:Plash*:Da'ly:Work

2:Activities

Pullows:Timetables

3:

:Writes:Internal:Agency

1:heports

:Writes:Reports' forExternal

2:Agencies

a:Evaluated:uwn:Activities

4: 5:A

:Prepares and :Limits inform/4- :

:Gives Effective :Lion Hrpotud,:Verbal :Cum...tdertbg

3:haports 4:Etnics 5:

III. RELATIONS WITH COMMUNITY

A :MAINTAINS t%

CUHRENT:INPUBMATIuN /

:ben;1

b :MAINTAINS t%

:C0UTACTS:WITHIN THE: /

:COMMUNITY /I

:Identifies :Identifies :Monitors:Relevant :Appropriate :RelevantAdvgialution :Cuiumuntty :Community. 1:N4:sources 2:Issues

:builds Relation- :Informs Agencies :

:ships with :about Involve- :

:Personnel of :men'. with Multi- :

:other Agencies 1:Agency Clients 2:

:Identifies:Contact Puaplu

3:Community 4:

Fruparcld by A.Inds busaluk, Alice Jsmes, Doug Kerr, John Lusted, Lyle Meredith,bun Oakes, Vara Medic', Pat Battery, bule husnril, and Mike Libra.

130ti

Zia

131

APPENDIX B

QUESTIONNAIRE RESULTS

123t

132

FIGURE 2

FINAL. RESULTS FOR 121 4CRKERS

vANCCOVER COMMUNITY COLLEGE

SURVEY FOR DEVELOPMENT OF HUNAN SERVICES WORKER CORICULUM

QUESTIONNAIRE FOR HUMAN SERVICES WORKER

Vancouver Community College, in cooperation with the Ministry of Education.is developing a curriculum for first-line human services workers in non-oovormmentagencies. The results lay be used Sy collects tnroucnout 3.C. as a basis f:.rtraining programs is teat field of employment. To ensure that the curriculumfood*, en the important skills to be learned, we are asking agencies throuroutthe cemiliaity to provide information about the competencies required by theirmoan services workers.

Several weeks ago, representatives from various agencies net for two daysto identify a list of competencies required as a general foundation for employmentas a humen services worker. Our current task is to check the validity of the listwhich we genbreted. W Neve asked your agency to assist vs in our project byhaving several line workers complete this questionnaire. We are hoping thatanyone who completes this questionnaire will meet the Poll wing criteria:

1, an employee who receives a salary for services provided (Rot a volunteer)2. a person who worts directly with clients to provide services (not a supervisor)3. a Maw whose services to clients do not require formal professional creoencialS

(not a 4.S.W., 4.4., etc.)

If you Meet those three criteria we would be pleased to have you assist us in thisproject. The purpose of the Questionnaire is to identify tasks you perform as partof your job. You should be able to complete the questionnaire in less than IS minutes.

For each task listed please cneck the appropriate space to indicate NewFREQUENTLY you perform that activity. Your responses will be treated in confidence.

Agency Number Respondent Number

This is a task I do at least ONCE PER:I. CONCERNING YOUR RELATIONS WITH CLIENTS

DAY WEEK MONTH YEAR NEVER 00 IT

TO ESTABLISH RAPPORT WITH CLIENTS

1. create a comfortable environment formeetings with the client 51 la 1____ 4

2. make non-threatening initial contactwit' client

75 4

3. determine with client the expectationsof the relationship A-- 6- 5

T,L4. eaplain your agency's services xL. L-- 6

Li-- Li-- L. L5. engage in appropriate non-verixel*behaviour9

6. engage In appropriate verbal behaviour 104 12 1 0 0 4

1. facilitate the client's self-disclosure LL__ 21 IL 0 S 10

8. engage in appropriate self-disclosure 67 28 10 0 6 10

9. describe your own understanding of theclient's condition or situation 64 11 2 Z____ Z____ 7

TO ASSESS THE NEEDS OF THE CLIENT

10. gather information from the client 76 30 e___11. gather information from or about the

client's social support group 9 /I-- 4 9 S

12. gather information from community agencies k i

13. evaluate client's physical appearance 68 22 15 2 9 5

14. evaluate client's physical capabilities 62 ZS 14 3 u 5

15. evaluate client's mental or intellectualstate 4_ La__ 3

Nunn Services WO

Agency Number

DAY

16. evaluate client's emotional capabilities IL.17. evaluate client's social capabilities 32

18. evaluate client's financial resources

19. define client's needs in concert with client 11_.

20. plan strategy for working with client

TO EXPLORE OPTIONS WITH CLIENT

21. review with client previous attemptsto deal with the need

rker Curriculum Survey 2

iltseindent Number

LEEK mbou YEAR NEVER DO IT

41.2. i 9 4

31 20 1 10 6

IL L.-4

2$ 38 37 . 4 9 5

22. determine with client the Uvula ofthe client's need

23. establish goals with client

24. identify options

25. identify resources required for each option

26. (velvet* effects of each option

TO PROVIDE SERVICE FON THE CLIENT

27. select the most viable option

M._s___i___L._1/__

Z.__11-.

IL_ 11IL21...S._ IS-

L._

L3..it_

28. motivate client to take action 60 38 11._79. encourage client to take personal

responsibility for action V_ JAL 4_ L__30. train client to take action Zi__ 22_ 1$--31. arrange for provision of services to client I1.._ 23_ Ul_32. refer client to appropriate resources 4-

(12---33. provide ongoing Support a- C.__

TO ASSESS OUTCOMES WITH CLIENT

34. determine with client if goals havebeen reached 31 29 42 4 9

35. assist client in determining future goals 36 26 38 6 8

36. prepare client for termination of services 30 IS 26 16 26

37. terminate contact with client 1,8 13 25 17 39

38. evaluate own performance in delivery ofservices to client 38 Li_ 22_ 14 U._

11. CONCERNING RELATIONS WITH nun OwN AGtNCY

TO FOLLOW AGENCY RULES AND NORMS

39. clarify own mandate and operating nom 21- U 11--40. fuRCtiOd in &Ceti,* with agency's

ethical standards 3-41. determine Job oupectations under

supervisor's widow,

42. complete assigned administrative tasks

43. identify own agency's structure andfunctions

7

7

7

8

10

6

6

6

6

7

8

9

5

6

3

ZSL_ IL-- 16- IL_ 855 29 21 2 8_ 6

36 25 I__ 4

Human Services

Agency Number

TO PARTICIPATE AS A GROUP NMI IN THE AGENCY

Worker

Respondent

Curriculum Survey 3

Number

NOM YEAR MEYER 00 ITDAY WEEK

ce. discuss caseload problems with co-workerS 53 40 17 0 10 1

as. give and receive constructive criticism 49 39 28 3 1 1

46. share information with others 77 31 9 1 1

47, plan and conduct meetings 12 35 35 8 30 1

48. participate effectively In meetings16 11.. 1 1.- 4 L 2

49. effectively use agency's Salem, resources L._ 650. scrounge and improvise needed resources IL. IL. L....... 2_ 6

TO PLAN AND ORGANIZE YOUR OWN WM ACTIVITIES

51. set priorities to your activities 80 31 7 1 1 1

52, organise your work station and materials 79 26 10 1 4 1

53, plan daily work activities 94 19 S 0 3 054. follow timetables I- L._ 2

211._55. evaluate own activities 3_ 0

TO REPORT RESULTS

56. write case motel 49 19 19 2 29 3

57. write internal agency reports 18 5 3.9 16 37 7

58. write reports for external agencies 6 6 26 19 55 959, prepare and give effective verbal reports 30 Az 11...

60. limit information reported, consideringethics /A_ AIL_ II._ IQ_ If_ 14

III. COVERNING RELATIONS WITH THE COMMUNITY

TO MAINTAIN A CURRENT INFORMATION BASE

61. identify relevant legislation IA__ ZS_-_ 10

141__62. identify appropriate community resources 8._ 463. monitor relevant community issues

18__ L2 664. identify contact people in the community 1Z__ 7 12.__ 2

TO MAINTAIN CONTACTS WITHIN THE COMMUNITY

65. build business and social relationshipswitn personnel of other agencies 28 29 32 3 22 7

66. inform other agencies about involvementwith multi-agency clients 24 25 a., 7 29

FIGURE 3

FINAL RESULTS FOR 32 SUPERVISORS

VANCOUVER COPMUNITY COLLEGE

SURVEY FOR DEVELOPMENT OF HUMAN SERVICES WORKER CURRICULUM

QUESTIONNAIRE FOR SUPERVISORS OF HUMAN SERVICES WOOXIAS

lancouver Coexunity College, in C/0;lOriltioe Kith the Ministry of Elucscion,is developing a curricula for first-line human services workers 10 non-governmentagencies. The results may be used by colleges throughout O.C. as a basis fortrO101/4 Pogroms to that field of OhOlOyment. To ensure tiset the curriculumfocuses on the important skills to be learned, id are asking agencies throughoutthe comevaity to provide inforestiem Nest the cempetenctes required by theirWean services werherS.

.Several miell age, reereSeetettee$ from various agencies met for two daysto identify a list of competeecies required as a general foundation for employmentas a human services worker. Our current task is to check the validity of me list"kite vas generated. we neve asked your agency to assist us by having one Of twosupervisors complete this questionnsire. A similar questionnaire has been providedfor the line workers, requesting information bout the frequency of tasks performed.

The purpose of this questionnaire is to identify the degree of importanceattached to various tasks aids eight be performed by a human services worker inyour agency. The line meters you supervise ssy be engaged in different .lobs, andthe importance of each task nay vary among the jobs. To ovoid any confusion related

f to that fetter, please select one job that best illustrates the type of soork youragency does. and use that job as a basis for your answers. For our purpOS09. AOhave limited the definitfon of front-line human services worker with the followingcriteria: (1) the person receives a salary (not a volunteer) (2) the person worksdirectly with clients to provide a service (not a supervisor) (3) the serviceprovided does not require formal professional credentials (not a R.S.4.. R.N., etc.)The job you select as a basis for your responses should be appropriate for thosethree criteria.

For *act task listed please check the appropriate Space.

Agency Number Supervisor Number

i. CONCERNING THEIRIELATIONS WITH CLIENTS

TO ESTABLISH RAPPORT WITH CLIENTS

1. create a comfortable environment formeetings with the client

2. make non-threatening initial contactwith client

3. determine with client MI expectationsof the relationship

a. explain your agency's services

S. engage in appropriate non-verbal behaviour

6. engage in appropriate verbal b4haviour

7, facilitate the client's self- disclosure

8. engage in appropriate self - disclosure

9. describe your own understanding of tneclient's condition or situation

TO ASSESS THE NEWS OF T14 CLIENT

10. gather information from the client

11. gather information from or about theclient's social support group

In this agency the inns workerrequires many skills to do the jobwell. Some of these skills are moreimportant than others. How importantdo you judge each of the followingline-worker skills to be?

Very High Moderate Low Very NotNigh Low Applicab

IL__

LI_ L..... IL_kave

L.... 0

a__ I_ 021 18 10102016 19 14 1 0 3___ 0

12 26 Li_Q.__ IL_ L 0

Z2___ 3Z_4

111.1...111

1

MILM.O.

7 IS 23

16 20 L. 1

16 23 10 0 1 2 0

7 17 18 6 2 Z 0

13i

Human Services

Agency Number

12 gather information from comwanity apend4es

13. evaluate client's physical appearance

IC evaluate client's physical capabilities

15. evaluate client's mental or intellectualstate

Worker Curriculum

Supervisor

Survey 2

Number

Moderate Low very NotLow Applicabl

13 6 I 2 0

VeryHigh

9

High

21

8 13 19 7 2 3 0

11 IS 17 4 0

IS 18 11._ L. 0

16. evaluate client's emotional capabilities JUL_

_I__ _I__

1_ Z 0

JUL-

_2--

117. evaluate client's social capabilities IL JUL _I18. evaluate client's financial resources 4 16 17

19- define client's needs in concert with client IS ji_. J___

.1_1_ A__0

20. plan strategy for working with client 21_ IL. IL-

....L..

I-- 11__

TO EXPLORE OPTIONS WITH CLIENT

_l__

21. review with Client previous attemptito deal with the need 6 21 21 2 0 2 0

22. determine with client the causes ofthe client's need 7 17 20

23. establish goals with client Ja__ 0

24. identify options 22-- 2-__ IL_- 0

25. identify resources required for each option 15 24 8 3 0 2 0

2A. evaluate effects of each option 13 19 11 I_ 1

TO PROVIDE SERVICE FOR THE CLIENT

.1_,

27. select the most viable option Z.Z_- 12-- JAL_ I1__ 0

28. notivate the client to take action 23 16 11 1 0 1 0

:9. encourage client to take personalresponsibility for action 27 13 81111

31. train client to tate action 8 21 13 3 3 4 0

31. arrange for provision of services to client 13 17 14 3 1 a 0

32. refer client to appropriate resources 16 19 ID-- SL__

33. provide ongoing support 12_ IL_ -3-_ 0

TO AESS. OUTCOMES WITH CLIENT

34. determine with client if goals havebeen reached 11 20 10 5 1 4 1

35. assist client in determining future goals 14 13 14 5 1 4 1

s6, prepare client for termination of services 10 36 8 4 4 is3' terminate contact with client 4 LI__ IL__ la_ 038. evaluate own performance in de:ivory of

services to client 4?..7 111. A._ 0

II. COWERNP.G THE:R ;ELATIOS W:TH TOW, :-.X.CT

.L._

TO FOLLOw AC:NCY RULES A10 WRYS

39. clarify their mandate and operating norms

so function in accord with agency's

ethical standards

21

35

17 13 0 0 9___ 1

7 L LOW. LWOW. °

Human Services Worker Curriculum Survey 3

Agency Number Supervisor MUbOr

. 41. determine job expectations undersupervisor's guidenCe

42. complete assigned administrative taSkS

41. identify OW agency's structure andfunctions

TO PARTICIPATE AS A GROUP MEMOIR IN THE AGENCY

44. discuss caseload problem' with co-werkell

45. give and meetly* coiistructive criticism

46, share information with others

47. plan.and conduct meetings

48. participate effectively in meetings

49. effectively use agency's internal resources

SO. scrounge and improvise neededresource$

TO PLAN Ale ORGANIZE THEIR OWN WAR ACTIVITIES

51. set priorities to their activities

52. organize their work station and materials

53. plan daily work activities

54. follow timetables

55. evaluate their own activities

TO REPORT RESULTS

56. write case notes

57, write internal agency reports

Sa. write reports for external agencies

59, prepare and give effective verbal reports

60. limit information reported, consideringethics

III. C:NCER3ING RELATIONS WITH THE COIngsiTs

TC MANTAIN A CURRENT INFORMATION BASE

61. identity relevant legislation

62. identify appropriate community resources

63. ronitor relevant community issues

64. identify contact people in the community

TO MAINTAIN CONTACTS WITHIN THE cowman

65. build business and social relationshipswith personnel of other agencies

fi. inform other agencies about involvementwith multi-agency clients

VeryHigh

High Moderate Low Very Notlow ApplicaW

16 22 7 0 0 6 1

16 23 7 0 0 5 1

18 20 9 2 0 2 1

22_ 12_ 1.11_ 1--A II__X15 IL 1

L._ 1L 2L ara._1.1._ 27 A_ L 1 1_9___

I_ 2

11._ 1L.2_11_LIL z

20 20 8 1 0 1 2

14 20 12 1...... 01217 23 5 AL__ 2

LL A_ I_ 2.11_ .2._11. 12_ 1Z 1_ 3

17 17 8 0 1

_L._

8 1

12 7 11 6 1 12 3

11 6 12 6 1 14 2

14 15 14 4 0 j 3

3

7 10 20 5 2 6 2

23 14 1,7, 2 0 2 1

6 15 19 5 1 4 1

16 L7 1Z__ J___

13 14 IS 3 Z 4 1

14 171

138

c.

APPENDIX C

DACUM CHART 12

130

139

IIil

lb14

,iieii

al;al ii

411

11ii

iIII

dfil ill0111

1

ixi!

,iic

D.

1111WIDE SOMEMI lit QM!

r./MS MUMS1,1111111. CLUXT

1.42

a.Select the eveviable optics

IA).FICW1112 11111111a

SIMS

am).MOUE DOOMSODAS

POINAGE A au=scum

Unable with theWeed if paste honeloos nuched

re ceerage the cleatto tube mum

Arrays for provisistat serviaes to c..liantby other aginciee

Man and 1wtr1 clientmeg activatise

Cl(C)13Ilecogstae sitsatanotint hew oldsputential

lullsFlirt clamorfor the as

12.Utast client todetandunati &tawrale

011.

harteenge the clientto take pareandteoyanallaility forantien

Nader the diem teeaffrapriato tostereee

0(8)9.Teach aunt molted*Ws

0(014holds crisissituaian aourataly

10.home client forteridastiaa ofNor neas

Tooth the clientskills to his action

1(A)T.Intartene an behalfat the client

110010.Neel* l000dimogootlicAl attacksse rageirai

RCMkinships IMAMtar *wending totho ariater

Tentionse mesawith client

WW1.?iv ile specificsow, servicanfar the cl kin

012.Provide atePlovi gelPetfor the din

RCM Kr117with Ptiai I Dr reourrpm

the phoned annotew

t3.red low tip end monitorthe tar -tans remitsof services to client

143

r.MIAOW fallet NUMAIL/ IKTi'S

C.

;WOW AS Afllir Willt IN

OCAPL1

Fl.Clarify cum ininrite swlaprrating wen

Cl.Di alga (melted problemwith co-mirimi,

tifectiwelv une Impacy'sinterval refanatiTi

41111( Ilia! KIlibITISIS

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PUN MID filfANFIF.IIMINAL WPMAll TVM3S

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II. MAME MTh MN Arno

17.Fmartinn hi arcord withoprarv's ethical

.sist inks

Q.Giwr and rtreimirorrant tlw Celt irima

Portic Spite in plmotuNgof foram* an:corals

11.Camel infoontion inaccord with psolassicatianalytic& ofcenfideitioLity

Nal with and revel*.rig cr-prrooml tame

with ccrownrisero

112.

Amami. miuretorr'o rlc1lls Train talanteera (Crspecific twits

t2.nriviniir gawk stationswwl aerriat..

17.Irrnipsi wptamo of Cole eft ne-14 eel yOM mortices to stress with *tires

Will.' client1I le

J2.Mite c t trotCa710 reports

Plan (hi ly writactivities

J1.('smile tastiqt Ica farMIRKY Palos"'

Illeirmlne JobcapectaUens intimamp miner's altiftwe

CA,

Share informationwith others

Comilinate tviuntoorKU villa;

14.Follow thootobleo

316,

employ and siveeffective strIalmarts

F,.Caigilete ssisigsodsiblististenact' Mks

CS.

Plan and conductarettnos

HS.

Flatmate per faienceof volunteers

IS.radiate asswort paforasince

Ko.14lrattfy cernapemen structureand (tactless

06,ftnikIpiterfferthely

orrtlivp

16.rhyme in pmfeirdersilifrovioprit attIv,tle.

1 45

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PSINIADI A WNWDIPCIPSTION

MEW Mt=MISS 711103,1,11111Y

M.

01111111111 MID=14111 SOWS al0111111 SUM

K1.Pliatain wristIeMwiwyp et Meelesiolatioe and policies

U.Mein lee*, ilyinvieeineeni nemenne

PS.%WI weld%neiraieneletp rataper e1 of othersipecian

W. SLAMS 1411311E antterr

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[2.Ileproment Apincy tothe paint

PS.Genie *donna Ion

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